., 


mnti 


and    Engraved 
IJitman. 


"  OCR  living  flocks  of  thoughts  need  no  longer  trudge  it  slowly 
and  wearily  down  the  pen  and  along  the  paper,  hindering  each 
other  as  they  struggle  through  the  strait  gate  of  the  old  hand- 
writing: our  troops  of  feelings  need  no  more  crawl,  as  snails  crawl, 
to  their  station  on  the  page ;  regiment  after  regiment  may  now  trot 
briskly  forward,  to  £11  paragraph  after  paragraph:  and  writing, 
once  a  trouble,  is  now  at  breathing-ease.  Our  kind  and  loving 
thoughts,  warm  and  transparent,  liquid  as  melted  from  the  hot 
heart,  shall  no  longer  grow  opaque,  and  freeze  with  a  tedious 
dribbling  from  the  pen;  but  the  whole  soul  may  now  pour  itself 
forth  in  a  sweet  shower  of  words.  Phonotypy  and  Phonography 
will  be  of  a  use  in  the  world  not  dreamt  of,  but  by  a  few." — The 
Evangd  of  Love,  p.  231,  by  HKNBY.  SOTTON. 


PC 

:£. 


PREFACE, 


AN  attempt  is  here  made  to  exhibit  the  Phonographic  system  of 
ISAAC  PITMAN,  in  its  own  simplicity,  philosophy,  and  beauty. 

If,  after  an  examination  of  this  treatise,  the  student  concludes  that 
the  art  is  difficult  of  acquirement,  or  unworthy  of  his  study,  let  him 
attribute  it  to  his  inability  to  appreciate  what  is  truthful  and  beauti- 
ful, or  to  the  author's  failure  in  making  it  appear  so. 

The  compiler  of  this  work  has  had  a  lengthened  experience  in 
teaching  Phonography  in  Great  Britain,  and  has  been  privileged  to  intro- 
duce it  into  some  of  the  leading  Colleges  and  Schools  of  that  country. 
It  has  been  his  endeavor  to  embody  the  results  of  his  experience  in 
the  present  work,  in  the  hope  of  making  the  art  of  which  it  treats,  as 
widely  known  and  practised  as  it  deserves  to  be. 

The  '•  Introduction  "  to  this  treatise  is  principally  from  the  able  pen  of 
ALEXANDER  JOHN  ELLIS,  B.  A.,  late  of  Trinity  College,  Cambridge. 

This  is  not  an  unfitting  place  to  express  the  obligations  which  every 
admirer  of  alphabetic  consistency  is  under,  to  one  who  has  assisted  in 
the  establishment  and  dissemination  of  the  Phonetic  Reform,  with 
a  talent  and  noble  generosity  that  have  not  been  exceeded  by  any 
other  person  living. 

The  excellent  remarks  on  the  advantages  of  Shorthand,  are  from 
an  improved  edition  of  DR.  BVROM'S  system,  by  Mr.  GAWTRESS. 
They  are  here  presented,  not  alone  for  their  intrinsic  worth,  but  as  an 
interesting  memento  of  the  fact,  that  this  eloquent  advocacy  of  the 
use  and  advantages  of  Shorthand,  first  induced  ISAAC  PITMAN, 
when  a  youth,  to  commence  the  study  of  the  art,  and  from  which  re- 
sulted the  beautiful  and  complete  system  we  now  possess  in 
Phonography. 


448480 


The  illustrations  introduced  in  the  text  of  this  work,  are  from 
Phonographic  types,  prepared  expressly  for  it,  and  are  the  first  of  the 
kind  produced  in  this  country.  They  were  cast  by  the  Messrs. 
WELLS,  of  this  city,  to  whom  the  Phoiietic  cause  is  much  indebted. 
These  gentlemen  have  rendered  valuable  aid  in  the  preparation  of 
types  for  Phonotypic  printing,  since  its  introduction  into  this  country, 
notwithstanding  it  has  been  attended  with  those  sacrifices  of  time 
and  means  which  usually  accompany  the  introduction,  aud  early 
practice,  of  any  new  art. 

The  method  adopted  in  the  presentation  of  the  system,  of  placing 
the  engraved  exercises  opposite  to  the  typic  page  which  contains  their 
explanations,  and  devoting  each  opening  of  the  book  to  the  details  of 
some  specific  principle,  arc  advantages  which,  we  think,  will  be 
appreciated  by  both  teacher  and  student. 


"Phonographic    Institute, 

Cincinnati,   Ohio. 


INTRODUCTION, 


ave  here  [in  a  scheme  which  Sir  John  Herschell  had  just  given] 
the  fewest  letters  with  which  it  is  possible  to  write  English.  But,  on  the 
other  hand,  with  the  addition  of  two  or  three  more  vowels,  and  as  many 
consonants,  every  known  language  might,  probably,  he  effectually  reduced 
to  writing,  so  as  to  preserve  an  exact  correspondence  between  the  writing 
and  pronunciation,  which  would  be  one  of  the  most  valuable  acquisitions, 
not  only  to  philologists,  but  to  mankind ;  facilitating  the  intercourse 
between  nations,  and  laying  the  foundation  of  the  first  step  towards  a  uni- 
versal language,  one  of  the  great  desiderata  at  which  mankind  ought  to 
aim  by  common  consent." — Sm  JOHN  HERSCHELL.  Article  "  Sound,"  Ency- 
clopaedia Metropolitana,  par.  367. 


)  :  3tS  QDrigin.— An  easy  and  distinct  mode  of 
communicating  our  thoughts  and  feelings  to  similarly  constituted 
beings,  is  one  of  the  first  and  most  pressing  wants  of  social  life. 
Looks,  signs,  gestures,  are  not  in  all  cases  sufficiently  expressive,  and 
it  would  be  difficul*  to  imagine  that  two  human  beings,  whose  vocal 
organs  were  unimpaired,  should  pass  any  considerable  length  of 
time  in  each  other's  company  without  using  articulate  sounds  as  their 
medium  of  communication.  Indeed,  we  never  find  a  family  of 
human  beings  without  a  common  language.  As  long  as  intercourse 
between  family  and  family  remains  difficult,  each  family  has  its  own 
language.  Facilitation  of  intercourse  diminishes  the  number  of  dia- 
lects; and  now,  that  traveling  is  becoming  so  general,  we  may  look 
forward,  with  some  degree  of  hope,  to  a  time  when  "the  whole  earth" 
shall  again  be  "of  one  language  and  of  one  speech."  But,  however 
great  the  facility  of  traveling  may  become,  there  will  always  exist  a 
necessity  for  a  means  of  communication  independent  of  personal 
intercourse.  To  effect  this,  recourse  must  necessarily  be  had  to 
durable,  visible  signs.  The  day  may  be  far  distant,  in  which  a  uni- 
versal language  will  be  realized,  but  the  means  by  which  it  will  be 


INTRODUCTION. 


expressed,  when  it  has  grown  into  existence,  and  which,  if  previously 
prepared,  may  have  great  influence  on  its  formation,  may  be  already 
developed. 

3t0  Representation. — The  human  organs  of  speech  are  the 
same  in  all  the  world,  their  mode  of  action  is  the  same,  and,  there- 
fore, the  sounds  which  they  are  capahle  of  producing  are  the  same. 
From  these  sounds,  which,  probably,  do  not  exceed  one  hundred  for 
the  expression  of  all  the  languages  iu  the  world,  each  group  of  fami- 
lies, called  a  nation,  has  adopted  a  comparatively  small  number  to 
express  its  own  ideas.  But  the  first  persons  who  struck  out  the  noble 
idea  of  represeutiug  the  sounds  of  speech,  were  not  acquainted  with 
any  languages  beyond  their  own;  or,  at  most,  beyond  the  group  of 
languages  to  which  their  own  belonged;  and  they,  consequently, 
limited  their  signs  to  the  expression  of  those  elements  only  with 
which  they  were  acquainted.  Their  success  was  various;  but,  in  one 
of  the  oldest  systems  of  writing  arranged  on  this  principle,  the 
Sanscrit,  we  have  an  example  of  the  most  perfect  attempt  at  repre- 
senting the  elements  of  spoken  sounds  by  visible  signs,  that  has  yet 
been  adopted  by  a  whole  nation,  as  the  dress  of  their  literature. 

2Upl)ab£tS:  ®f)eir  ijistorj] — The  European  languages,  it 
is  well  known,  are  closely  related  to  the  Sanscrit,  and  a  very  slight 
modification  of  the  Sanscrit  characters  would  have  fitted  them  for 
the  representation  of  the  elements  of  European  sounds.  But  it  was 
not  to  be.  The  Europeans,  probably,  left  India  before  the  invention 
of  writing ;  and  the  idea  of  representing  the  elementary  sounds  of 
speech  by  visible  signs,  seems  to  have  been  conveyed  to  them  from  a 
totally  different  quarter.  The  languages  known  as  the  Semitic, 
namely,  the  Hebrew,  Syriac,  and  Arabic,  contain  sounds  very  dissim- 
ilar to  the  European,  with,  of  course,  some  similar  or  identical;  and 
the  first  imperfect  attempt  to  represent  these  sounds  in  a  kind  of 
skeleton  character,  was  brought  by  commerce  from  Phoenicia  to 
Greece.  The  Greeks  adopted  the  characters  of  the  Phoenicians,  and, 
as  their  pronunciation  of  the  Phoenician  names,  for  the  first  two  cha- 
racters in  the  scheme,  was  alpha,  beta,  the  term  "alphabet"  has 
descended  to  modern  times  as  the  name  of  any  collection  of  symbols 
which,  represent  the  elements  of  spoken  sounds.  That  this  alphabet 
did  not  represent  the  Phoenician  language  with  great  accuracy,  is 
more  than  probable;  but  it  certainly  represented  the  Greek  language 


INTRODUCTION. 


much  worse.  The  Greeks  contented  themselves  with  rounding  the 
forms  of  the  letters,  and  adding  one  or  two  characters,  chiefly  con- 
tractions, and  thus  left  the  alphahet  to  come  down  to  posterity.  But 
the  mischief  of  the  original  error  still  remains.  The  llomans 
adopted  the  Greek  characters,  with  a  few  unimportant  variations; 
notwithstanding  which,  it  remained  very  inadequate  to  the  representa- 
tion of  Latin;  while  the  northern  nations,  who  came  down  like 
locusts  upon  the  Roman  empire,  seized  upon  the  Roman  letters,  among 
the  other  spoils,  and  violently  contorted  them  for  the  representation 
of  languages  which  differed  most  remarkably  from  the  Latin,  both 
in  the  number  and  quality  of  the  elementary  sounds.  Some  few 
(the  Sclavonic,  for  example,)  were  happy  enough  to  escape  this  second 
Babel,  and  rejoice  in  a  convenient  alphabet  of  their  own.  But  each 
nation  that  did  use  the  Roman  alphabet,  used  it  in  its  own  fashion, 
and  the  variety  of  fashions  thus  introduced,  was,  as  may  be  supposed, 
very  great. 

&t)C  (KttgUsl)  £angitage — Out  of  a  mixture  of  Saxon, 
Danish,  French,  Latin,  and  Greek  elements,  arose  our  own  tongue, 
harsh  and  uncouth  at  first,  but  gradually  winning  its  way,  and  now 
bidding  fair,  by  its  own  inherent  merits,  by  the  richness  of  its  litera- 
ture, and  by  the  extent  of  our  commerce,  to  become,  if  not  the  uni- 
versal language  itself,  its  immediate  progenitor.  "The  English 
language,"  observes  the  eminent  philologist,  Prof.  Grirmn,  "possesses  a 
power  of  expression  such  as  never,  perhaps,  was  attained  by  any 
human  tongue.  Its  altogether  intellectual  tiud  singularly  happy 
foundation  and  development,  has  arisen  from  a  surprising  alliance 
between  the  two  noblest  languages  of  antiquity — the  German  and 
the  Romanesque — the  relation  of  which  to  each  other  is  well  known 
to  be  such  that  the  former  supplies  the  material  foundation,  the  latter 
the  abstract  notions.  Yes,  truly,  the  English  language  may,  with 
good  reason,  call  itself  a  universal  language,  and  seems  chosen  to 
rule  in  future  times,  in  a  still  greater  degree,  in  all  the  corners  of 
the  earth.  lu  richness,  sound  reason,  and  flexibility,  no  modern 
tongue  can  be  compared  with  it — not  even  the  German,  which  must 
shake  off  many  a  weakness  before  it  can  enter  the  lists  with  the 
English." 

2te  EMectioc  Heprescntation.— But  into  this  language, 

which  grew  up  almost  unawares,  as  a  wild  plant  in  a  fertile  soil,  the 


10  INTRODUCTION. 


mode  of  writing  each  word  was,  (with,  of  course,  frequent  variations,) 
copied  from  the  language  from  which  the  word  itself  was  derived; 
each  of  the  primitive  languages  using  the  Roman  alphabet  after  its 
own  fashion.  Custom  sanctioned  the  abuse,  and  at  the  present  day, 
we  have  a  mode  of  spelling  so  far  removed  from  any  apparent 
attempt  to  represent  the  sounds  of  speech,  that  we  should  scarcely 
have  guessed  there  had  ever  been  any  intention  of  doing  so,  had  we 
not  known  its  history.  The  English  language,  although  arrived  at  a 
high  pitch  of  refinement,  is,  in  its  dress,  almost  in  the  primitive 
ideagraphic  stage.  Its  words  are  symbols  of  ideas  rather  than  of 
sounds,  and  it  is  only  after  severe,  long,  and  harassing  practice,  that 
we  can  be  Bure  of  associating  the  right  sound  with  the  right  sign. 
The  present  alphabet,  considered  as  the  groundwork  of  a  system  of 
orthography  in  which  the  phonetic  system  prevails,  is  an  entire  fail- 
ure. It  is  defective  in  means  for  representing  several  sounds,  and 
the  symbols  it  employs  are  used  in  such  various  senses  that  the  mind 
of  the  reader  becomes  perplexed.  Digraphs  must  be  looked  upon 
as  single  letters,  quite  as  much  as  the  single  letters  themselves;  for 
they  have  not  the  value  of  a  combination  of  letters,  but  of  one  letter. 
Viewed  in  this  light,  the  English  alphabet  will  be  found  to  consist, 
not  of  twenty-six  letters  only,  but  of  more  than  two  hundred  !  and 
almost  every  one  of  these  two  hundred  symbols  varies  its  meaning  at 
times,  so  that  after  having  learned  one  meaning  for  each  of  them,  the 
reader  has  not  learned  all  their  meanings ;  and  having  learned  all 
their  meanings,  he  has  no  means  of  knowing  which  one  he  is  to 
apply  at  any  time.  "  We  violate  every  principle  of  a  sound  alpha- 
betical  system  more  outrageously  than  any  nation  whatever.  Our 
characters  do  not  correspond  to  our  articulations,  and  our  spelling  of 
words  cannot  be  matched  for  irregularity  and  whimsical  caprice."* 

JJroposeb  phonetic  ^Representation.— TO  this  disregard 

of  the  principles  of  a  true  orthography,  in  the  representation  of 
the  English  language,  and  the  consequent  difficulty  of  acquiring 
a  correct  knowledge  of  its  spelling  and  pronunciation,  may  be 
referred  the  fact,  that  millions  speak  the  English  language  who 
are  incapable  of  reading  and  writing  it.  It  is,  also,  the  cause 
of  a  great  waste  of  time  in  the  attainment  of  the  elements  of 

*  Chamber  fs  Papers  for  the  People. 


INTRODUCTION. 


learning  by  the  young.  The  realization  of  a  reformed  system  of 
orthography,  by  which  these  evils  would  be  removed,  many  prac- 
tical educators  have  considered  as  highly  desirable,  though  it  has 
generally  been  thought  to  be  unattainable.  That  which  few  had 
courage  even  to  hope  for,  has  been  given  to  the  world  through 
the  apparently  unimportant  circumstance  of  the  publication,  in 
1837,  of  a  new  system  of  shorthand,  based  on  an  analysis  of  the 
Euglish  spoken  language.  Mr.  Isaac  Pitman,  the  author  of  this  sys- 
tem of  Phonography,  had,  originally,  no  intention  to  disturb  the 
established  orthography  of  the  language,  and,  in  the  third  edition  of 
his  work,  published  in  1840.  he  observed,  "it  is,  of  course,  Utopian, 
to  hope  to  change  the  printed  medium  of  intercourse  of  the  millions 
who  speak  the  English  language;  but,  it  is  not  extravagant,  or  hope- 
less, to  attempt  to  find  a  substitute  for  the  complicated  system  of 
writing,  which  we  at  present  employ."  In  about  a  year  after  this 
disclaimer  was  published,  the  success  of  phonetic  shorthand  writing 
led  many,  who  employed  the  system,  to  ask  themselves  the  question, 
why  the  principle  of  phonetic  spelling,  which  was  found  so  advanta- 
geous in  writing,  should  not  be  applied  to  printing.  The  blessings 
that  would  follow  the  introduction  of  a  natural  system  of  spelling, 
and  the  evils  of  the  current  orthography,  began  now  to  appear  in 
their  true  light;  and,  after  many  attempts  to  construct  a  phonetic 
printing  alphabet,  with  corresponding  forms  for  longhand  writing, 
phonetic  printing  commenced  in  January,  1844,  in  the  English  Pho- 
notypic  Journal.  We  are  encouraged  to  hope,  from  what  has  already 
been  effected,  in  the  production  and  dissemination  of  books  printed 
phonetically,  that,  in  the  course  of  time,  the  current  orthography  will 
give  place  to  a  system  in  which  the  phonetic  idea  will  be  uniformly 
respected.  It  is  true,  that  several  attempts  to  construct,  and  bring 
into  use,  a  phonetic  alphabet,  had  been  previously  made,  by  men 
eminent  in  literature,  or  formidable  by  their  abilities;  but  they  were 
characterized  by  extreme  inattention  to  details,  and  society  had  not, 
in  any  degree,  been  prepared  for  the  change.  The  cause  of  ortho- 
graphic reform  is  honored  in  having  been  pioneered  by  such  men  as 
Sir  John  Cheke  (1540),  Bishop  "Wilkius  (1668),  and  Dr.  Franklin 
(1768).  The  fear,  which  is  entertained  by  some,  that  the  etymology 
of  words  would  be  obscured  by  the  introduction  of  phonetic  spelling, 
is  groundless.  The  highest  authority  on  this  subject,  Dr.  Latham, 
says,  "all  objections  to  change,  [in  spelling]  on  the  matter  of 


12  INTRODUCTION. 

theoretical  propriety,  are  as  worthless  as  they  ever  could  be  thought  to 
be."  The  learned  Chevalier  Bunsen  asserts,  that  '-'the  theory  of  ety- 
mology is  inseparable  from  that  of  phonology."  These  opinions 
deserve  to  be  made  as  public  as  is  the  groundless  objection  that 
phonetic  spelling  is  destructive  of  etymology. 

$!)[)0tt0grapl)g. — But  it  is  not  the  inconsistency  of  English 
orthography  alone,  of  which  we  have  to  complain.  The  characters 
employed  iu  ordinary  writing  are  too  lengthy  and  complicated  to 
allow  of  their  being  written  with  expedition.  A  system  of  writing 
is  required,  that  shall  bring  the  operations  of  the  mind  and  of  the 
hand  into  close  correspondence — that  shall  relieve  the  penman  from 
the  drudgery  inseparable  from  the  use  of  the  present  system,  by 
making  writing  as  easy  and  as  rapid  as  speech.  In  allusion  to  this 
great  want  of  the  present  age,  it  was  remarked  iu  the  Introduction  to 
the  fifth  edition  of  Phonography,  1842,  "There  has  hitherto  existed, 
among  all  nations,  the  greatest  disparity,  in  point  of  facility  and  dis- 
patch, between  speaking  and  writing;  the  former  has  always  been, 
comparatively  rapid,  easy,  and  delightful;  the  latter  tedious,  cum- 
brous, and  wearisome.  It  is  most  strange  that  we,  who  excel  our 
progenitors  so  far  in  science,  literature,  and  commerce,  should  con- 
tinue to  use  the  mode  of  writing  which  they  have  handed  down  to  us, 
(with  but  very  slight  changes  in  the  forms  of  the  letters,)  though,  by 
its  complexity,  it  obliges  the  readiest  hand  to  spend  at  least  six  hours 
in  writing,  what  can  be  spoken  in  one."  Phonography  supplies  the 
want  we  have  shown  to  exist,  by  presenting  a  system  of  alphabetic 
writing,  capable  of  being  written  with  the  speed  of  the  most  rapid 
distinct  articulation,  and  of  being  read  with  the  certainty  and  ease  of 
ordinary  longhand.  This  property  of  legibility  is  not  shared  by  any 
of  the  common  systems  of  shorthand  writing,  which,  being  based  upon 
the  romauic  alphabet,  necessarily  partake  of  its  inconsistencies  and  defi- 
ciencies. It  is  well  known,  that  manuscripts  written  in  accordance 
with  other  systems  of  shorthand,  after  having  been  put  by  for 
a  short  time,  usually  become  undecipherable  to  the  writer  himself. 
Phonography,  which  has  now  been  for  many  years  used  by  thousands 
of  people,  as  a  medium  for  correspondence,  composition,  &c.,  is  found 
to  be  even  more  legible  than  longhand  writing. 

Its    Reporting   (Capabilities.— By  Phonography,  as 

adapted  to  Reporting,  the  most  fluent  speaker  may  be  taken  down, 


INTRODUCTION. 


absolutely  verbatim,  and  the  reporter's  notes,  in  the  state  in  which 
they  were  originally  written,  may  be  set  up  in  type  by  any  phono- 
graphic compositor,  who  is  acquainted  with  the  reporting  style ;  or, 
if  the  reporter  reads  over  his  notes,  and  inserts  a  few  vowels,  his 
manuscript  is  then  capable  of  being  read,  with  the  facility  of  ordinary 
writing,  by  any  one  who  has  learned  the  system.  Verbatim  reports 
of  speeches  have  been  set  up  by  the  compositors  of  the  New  York 
Tribune,  Type,  of  the  Times,  &c.,  and  many  English  newspapers, 
without  being  transcribed  into  longhand.  Now,  as  on  the  old  imper- 
fect systems  of  shorthand,  it  is  calculated  that  six  hours  are  required 
to  transcribe  for  the  press,  what  occupied  one  hour  in  delivery,  it  fol- 
lows, from  what  has  been  said,  that  this  new  system  of  reporting, 
while  it  is  incomparably  more  accurate,  has  the  additional  advantage 
of  saving  five  hours  out  of  every  six  at  present  devoted  to  preparing 
the  report  for  the  press. 

3ts  Cegibilitn  onb  Completeness.  —  The  system  of 

shorthand  writing  here  presented,  is  the  result  of  innumerable  steno- 
graphic experiments,  extending  over  a  period  of  sixteen  years.  These 
experiments  were  prosecuted  for  the  purpose  of  ascertaining  the  best 
adaptation  of  signs  for  the  expression  of  the  acknowledged  sounds 
of  the  language.  In  this  ninth  edition,  several  minor  improvements 
have  been  incorporated,  after  having  been  thoroughly  tested  in  prac- 
tice, for  twelve  mouths,  by  many  phonographic  reporters,  and  other 
members  of  the  Phonetic  Society.  The  great  practice  which  the  sys- 
tem has  received,  and  is  still  receiving,  from  so  many  thousand  per- 
sons who  are  constantly  using  it,  not  merely  for  reporting,  but  for  the 
practical  purposes  of  every- day  life,  such  as  writing  letters,  making 
notes  and  extracts,  keeping  accounts,  composition,  &c.,  and  the  great 
liberality  with  which  they  have  communicated  their  suggestions,  have 
resulted  in  the  production  of  a  system  far  exceeding  in  completeness, 
beauty,  and  utility,  what  the  author  could  have  pictured  to  himself 
when  he  first  published  it  in  1837 :  and  it  is  believed,  that  as  no 
other  system  of  shorthand  has  had  such  great  advantages,  or  is  based 
upon  so  just  and  philosophical  a  view  of  the  elements  of  spoken 
language,  so  in  none  other  has  the  same  degree  of  perfection  been 
attained,  in  none  other  can  be  found  the  same  undeniable  legibility, 
in  combination  with  the  same  adaptability  to  the  most  rapid 
execution. 


THE  ADVANTAGES  OF  SHORTHAND, 


"  SHORTHAND,  on  account  of  its  great  and  general  utility,  merits  a  much 
higher  rank  among  the  arts  and  sciences  than  is  commonly  allotted  to  it. 
Its  usefulness  is  not  confined  to  any  particular  science  or  profession,  hut  is 
universal ;  it  is,  therefore,  by  no  means  unworthy  the  attention  and  study 
of  men  of  genius  and  erudition.'' — Dr.  Samuel  Johnson. 


SHORTHAND  is  capnble  of  imparting  so  many  advantages  to  persons 
in  almost  every  situation  of  life,  and  is  of  such  extensive  utility  to 
society,  that  it  is  justly  a  matter  of  sin-prise,  that  it  has  not  attracted 
a  greater  share  of  attention,  and  heen  more  generally  practised. 

This  art  may  be  considered  a  National  Blessing,  and  thousands 
who  look  with  the  ntmost  indifference  upon  it,  are  daily  reaping  the 
fruits  of  its  cultivation.  It  is  scarcely  necessary  to  mention  how 
indispensable  it  is  in  taking  minutes  of  public  proceedings.  If  all 
the  feelings  of  a  patriot  glow  in  our  bosoms  on  a  perusal  of  those  elo- 
quent speeches  which  are  delivered  in  the  Senate,  or  in  those  public 
assemblies  where  the  people  are  frequently  convened  to  exercise  the 
privilege  of  citizens — we  owe  it  to  shorthand.  If  new  fervor  he 
added  to  our  devotion,  and  an  additional  stimulus  be  imparted  to  our 
exertions  as  Christians,  by  the  eloquent  appeals  and  encouraging 
statements  made  at  the  auniversaries  of  our  various  religious  socie- 
ties— we  owe  it  to  shorthand.  If  we  have  an  opportunity,  in  inter- 
esting judicial  cases,  of  examining  the  evidence,  and  learning  the 
proceedings  with  as  much  certainty,  and  nearly  as  much  minuteness, 
as  if  we  had  been  present  ou  the  occasioti — we  owe  it  to  shorthand. 
In  short,  all  those  brilliant  and  spirit-stirring  effusions  which  the  cir- 
cumstances of  the  present  times  combine  to  draw  forth,  and  which 
the  press  transmits  to  us  with  such  astonishing  celerity,  warm  from 

15 


16  THE   ADVANTAGES    OF    SHORTHAND. 

the  lips  and  instinct  with  the  soul  of  the  speaker,  would  have  heen 
entirely  lost  to  posterity,  and  comparatively  little  known  to  ourselves, 
had  it  not  been  for  the  facilities  afforded  to  their  preservation  by 
shorthand.  Were  the  operations  of  those  who  are  professionally 
engaged  in  exercising  this  art,  to  be  suspended  but  for  a  single  week, 
a  blank  would  be  left  in  the  political  and  judicial  history  of  our 
country — an  impulse  would  be  wanting  to  the  public  mind,  and  the 
nation  would  be  taught  to  feel  and  acknowledge  the  important  pur- 
poses it  answers  in  the  great  business  of  life. 

A  practical  acquaintance  with  this  art  is  highly  favorable  to  the 
improvement  of  the  mind,  invigorating  all  its  faculties,  and  drawing 
forth  all  its  resources.  The  close  attention  requisite  in  following  the 
voice  of  the  speaker,  induces  habits  of  patience,  perseverance,  and 
watchfulness,  which  will  gradually  extend  themselves  to  other  pur- 
suits and  avocations,  and  at  length  inure  the  writer  to  exercise  them 
on  every  occasion  in  life.  When  writing  in  public,  it  will  also  be 
absolutely  necessary  to  distinguish  and  adhere  to  the  train  of  thought 
which  runs  through  the  discourse,  and  to  observe  the  modes  of  its 
connection.  This  will  naturally  have  a  tendency  to  endue  the  mind 
with  quickness  of  apprehension,  and  will  impart  an  habitual  readi- 
ness and  distinctness  of  perception,  as  well  as  a  methodical  simplicity 
of  arrangement,  which  cannot  fail  to  conduce  greatly  to  mental  supe- 
riority. The  judgment  will  be  strengthened,  and  the  taste  refined ; 
and  the  practitioner  will,  by  degrees,  become  habituated  to  seize  the 
original  and  leading  parts  of  a  discourse  or  harangue,  and  to  reject 
whatever  is  common-place,  trivial,  or  uninteresting. 

The  memory  is  also  improved  by  the  practice  of  stenography.  The 
obligation  the  writer  is  under  to  retain  in  his  mind  the  last  sentence 
of  the  speaker,  at  the  same  time  that  he  is  carefully  attending  to  the 
following  one,  must  be  highly  beneficial  to  that  faculty,  which,  more 
than  any  other,  owes  its  improvement  to  exercise.  And  so  much  are 
the  powers  of  retention  strengthened  and  expanded  by  this  exertion, 
that  a  practical  stenographer  will  frequently  recollect  more  without 
writing,  than  a  person  unacquainted  with  the  art  could  copy  in  the 
time  by  the  use  of  the  common-hand. 

It  has  been  justly  observed,  "this  science  draws  out  all  the  powers 
of  the  mind ; — it  excites  invention,  improves  the  ingenuity,  matures 
the  judgment,  and  endows  the  retentive  faculty  with  the  superior 
advantages  of  precision,  vigilance,  and  perseverance." 


THE  ADVANTAGES  OF  SHORTHAND.  17 

The  facility  it  affords  to  the  acquisition  of  learning  ought  to  render 
it  an  indispensable  branch  in  the  education  of  youth.  To  be  enabled 
to  treasure  up  for  future  study  the  substance  of  lectures,  sermons, 
&c.,  is  an  accomplishment  attended  with  so  many  evident  advantages 
that  it  stands  in  no  need  of  recommendation.  Nor  is  it  a  matter  of 
Email  importance,  that  by  this  art  the  youthful  student  is  famished 
with  an  easy  means  of  making  a  number  of  valuable  extracts  in  the 
moments  of  leisure,  and  of  thus  laying  up  a  stock  of  knowledge  for 
his  future  occasions.  The  pursuit  of  this  art  materially  contributes 
to  improve  the  student  in  the  principles  of  grammar  and  composition. 
"While  tracing  the  various  forms  of  expression  by  which  the  same  senti- 
ment can  be  conveyed ;  and  while  endeavoring  to  represent,  by 
modes  of  contraction,  the  dependence  of  one  word  upon  another,  he 
is  insensibly  initiated  in  the  science  of  universal  language,  and 
particularly  in  the  knowledge  of  his  native  tongue. 

The  rapidity  with  which  it  enables  a  person  to  commit  his  own 
thoughts  to  the  safety  of  manuscript,  also  renders  it  an  object  pecu- 
liarly worthy  of  regard.  By  this  means  many  ideas  which  daily 
strike  us,  and  which  are  lost  before  we  can  record  them  in  the  usual 
way,  may  be  snatched  from  destruction,  and  preserved  till  mature 
deliberation  can  ripen  and  perfect  them. 

In  addition  to  these  great  advantages,  Science  and  Religion  are 
indebted  to  this  inestimable  art  for  the  preservation  of  many  valuable 
lectures  and  sermons,  which  would  otherwise  have  been  irrecoverably 
lost.  Among  the  latter  may  be  instanced  those  of  "Whitfield,  whose 
astonishing  powers  could  even  extort  admiration  from  a  Chesterfield, 
and  a  Hume,  but  whose  name  would  have  floated  down  the  stream 
of  time,  had  not  shorthand  rescued  a  portion  of  his  labors  from 
oblivion.  With  so  many  vouchers  for  the  truth  of  the  remark,  we 
can  have  no  hesitation  in  stating  it  as  our  opinion,  that  since  the 
invention  of  printing,  no  cause  has  contributed  more  to  the  diffusion 
of  knowledge,  and  the  progress  of  refinement,  we  might  also  add,  to 
the  triumphs  of  liberty  and  the  interests  of  religion,  than  the  revival 
and  improvement  of  this  long-neglected  art. 

Such  arc  the  blessings  which  shorthand,  like  a  generous  benefactor, 
bestows  indiscriminately  on  the  world  at  large.  But  it  has  additional 
and  peculiar  favors  in  store  for  those  who  are  KO  far  convinced  of  its 
utility  as  personally  to  engage  in  its  pursuit.  The  advantages  result- 
ing from  the  exercise  of  this  art,  are  not,  as  is  the  case  with  many 


18  THE   ADVANTAGES   OF    SHORTHAND. 

others,  confined  to  a  particular  class  of  society  ;  for  though  it  may 
seem  more  immediately  calculated  for  those  whose  business  it  is  to 
record  the  eloquence  of  public  men,  and  the  proceedings  of  popular 
assemblies ;  yet  it  offers  its  assistance  to  persons  of  every  rank  and 
station  in  life — to  the  man  of  business  as  well  as  the  man  of  sci- 
ence— for  the  purpose  of  private  convenience  as  well  as  of  general 
information. 


EXPLANATION    OF    TERMS, 


PHONETICS,  (from  (paw,  pJione,  voice.)  the  things  relating  to  the 
voice :  the  science*  which  treats  of  the  different  sounds  of  the 
human  voice,  and  their  modifications.  The  style  of  spelling  in 
accordance  with  this  science  is  denominated  PHONETIC  ;  the  other 
style,  such  as  is  used  in  this  book,  being  called  HOMANIC,  because  it 
is  formed  from  an  alphabet  derived  from  the  one  employed  by  the 
Romans.  Other  terms  derived  from  the  same  root,  are: — 

PHOXOG'RAPHY,  (from  phone,  voice,  and  ypx<$>*y  yrapUe,  writing.) 
the  art  of  representing  spoken  sounds  by  written  signs;  also,  the 
style  of  writing  in  accordance  with  this  art. 

PHOXOT'YPY,  (ttomptmt,  voice,  and  <rvro;,  tupos,  type.)  the  art  of 
representing  sounds  by  printed  characters  or  types;  also,  the  style 
of  printing  in  accordance  with  this  art. 

PHO'NOGRAPH,  a  written  letter,  or  mark,  indicating  a  certain  sound, 
or  modification  of  sound;  as  •  e,  \  j>. 

PHO'NOTYPE,  a  printed  letter,  or  sign,  indicative  of  a  particular 
sound,  or  modification  of  sound;  as  U,  n,  (em,  in  few}:  P,  p. 

LOG'OGRAM,  (from  xojcc,  logos,  word,  and  yfjip.^^  gramma,  letter,) 
a  word-letter,  or  word-sign;  a  phonograph,  that,  for  the  sake  of  bre- 
vity, represents  a  word;  as  1 1,  which  represents  it. 

GRAM'MALOGUE,  a  letter-word,  or  sign-word;  a  word  represented 
by  a  logogram;  as  it,  represented  by  1 1. 

*  "A  science  consists  of  general  principles  that  are  to  be  known ;  an  art, 
of  practical  rules  for  something  that  is  to  be  done." — ARCHBISHOP  WHATELEY. 

We  speak  of  the  art  of  Phonography,  and  of  the  science  of  Phonetics  on 
which  it  is  based. 


THE    ALPHABET    OF    NATURE, 


1.  PHONOGRAPHY  is  based  upon  an  analysis  of  the  English  spoken 
language.     The  vowels  and  articulations  are  arranged  according  to 
their  natural  sequence,  and  not  in  the  old  alphabetic  style.     The  con- 
sonants are  grouped  in  the  following  natural  divisions  : 

EXPLODENTS, 

CONTINUANTS, 

LIQUIDS, 

NASALS, 

COALESCENTS, 

ASPIRATE. 

2.  The  arrangement  of  the  sounds  in  each  group  is  in  accordance 
with  the  order  of   the  organs  by  which  the  sounds  are  produced; 
those  being   taken  first  which  are   produced  by  the  most   external 
organs,  the  lips. 

3.  The  following  are  the  consonants  of   the  English  language, 
arranged  according  to  their  general  and  minor  divisions. 


0 

1 

3 

~f  a 
|l 

II 

| 
d 

EXPLODENTS 

f  Whispered 

p 

t 

cb. 

k 

(Vocal 

b 

d 

j 

g 

CONTINUANTS 

f  Whispered 

f 

th,  s 

sb. 

(Vocal 

V 

t&,z 

zh 

LIQUIDS 

Vocal 

1 

r 

NASALS  Vocal  m        n        ng 

COALESCENTS      Vocal  w  y 

ASPIRATE  Whispered 


20 


THE  ALPHABET  OF  NATURE.  21 

4.  Scarcely  more  than  one  half  of  the  consonants  are  essentially 
radical  sounds;  p  being  merely  the  whispered  utterance  of  b,  as  6 
is  the  vocalized  utterance  of  p.     The  consonant  b  differs  from  p,  d 
from  t,  z  from  s,  &c.,  in  the  employment  of  a  vocal  apparatus  which 
is  not  brought  into  action  in  the  utterance  of  the  whispered  consonant. 
The  difference  between  the  vocal  and  whispered  consonants  is  pre- 
cisely the  same  as  that  between  e,  or  any  other  vowel,  when  it  is 
whispered  and  when  it  is  spoken  in  the  usual  manner. 

5.  Advantage  is  taken  of  the  natural  affinity  existing  between  the 
whispered  and  vocal  consonants,  by  representing  the  thin,  or  whisp- 
ered articulation  of  each  pair  by  a  thin  or  light  sign,  and  the  thick- 
ened, or  vocalized  articulation  by  a  thicker  sign.     Similar  sounds  are 
thus  indicated  by  similar  signs,  and  the  mind  perceives,  and  the  hand 
feels  the  consistency  of  making  a  thin  stroke  for  a  light  sound,  and  a 
thicker  stroke  for  a  deeper  sound. 

6.  The  Explodeuts,  or  abrupts,  as  they  are  sometimes  termed,  being 
stiff,  unyielding  sounds,  are  appropriately  indicated  by  unyielding 
right  lines;  thus, 

\\      ||      //      = 

P       B,  T      D,         CH      J,  K   O. 

7.  The  Continuants,  a  more  flowing  and  yielding  class  of  sounds, 
are  represented  by  curved  and  flowing  lines.     The  quadrants  formed 
from  two  circles,  (see  page  29,)  give  eight  positions,  sufficiently  dis- 
tinct to  be  used  without  any  fear  of  confusion;  and  as  they  may  be 
made  light  or  heavy,  we  are  accommodated   with  signs  for  the 
continuants;  thus, 

VA      ((      ))      JJ 

T      V,  TH    th,         8     Z,  SH      ZH. 

The  positions  of  these  signs  exactly  correspond  with  those  given  to 
corresponding  sounds  in  the  explodents. 

8.  The  Liquids  I  and  r,  having  no  whispered  sounds  in  the  English 
language,  are  represented  by  light  segments;   and,  as  from   their 
liquid  quality   they  readily  unite  with  other  consonants,   they  are 
appropriately  represented  by  the  two  curved  characters,  which,  placed 
together,  form  an  arch;  thus, 


22  THE  ALPHABET  OF  NATURE. 

9.  The  Nasals  m  and  n  are  represented  by  the  two  remaining  light 
curves;  and  being  of  very  frequent  occurrence,  are  conveniently 
represented  by  the  horizontal  signs  appropriated  to  them.  The  nasal 
tiff  is  written  by  the  heavy  form  of  n ;  thus, 


10.  The  CoalcBcents  ?c  and  »/,  are  sounds  that  have  a  medial  cha- 
racter between  vowels  and  consonants;  they  are,  in  fact,  COD  sonants 
made  from  vowels;  w  being  a  modification  of  oo,  and  y  a  modifica- 
tion of  e.  They  are  never  used  in  English  except  when  preceding 
vowels,  with  which  they  closely  coalesce.  They  are  provided  with 
consonantal  forms;  thus, 


It  has  also  been  found  expedient  to  represent  these  sounds  in  connec- 
tion with  the  succeeding  vowel,  by  a  single  sign.     (See  pag?  78.) 

11.  The  Aspirate  h,  which  is  merely  a  breathing  on  the  vowel 
which  it  precedes,  is  expressed  by  a  consonantal  form;  thus,  /  H. 
This  breathing  is  also  represented  by  a  small  dot,  which,  when  placed 
before  a  vowel,  indicates  that  it  is  to  be  aspirated.     (See  page  40.) 

DIRECTIONS  FOR  PRACTICE. 

12.  THE  art  of  Phonography  may  be  easily  acquired.     Experience 
has  shown  that  two  hours'  dally  practice  in  read  Ing  and  writing,  con- 
tinued for  about  a  mouth,  is  generally  sufficient  to  gain  a  perfect 
acquaintance  with  its  principles,  and  the  ability  to  write  it  with  the 
speed  of  longhand.      The  same  practice  continued  for  six  months, 
will  enable  the  student  to  report  a  moderate  speaker  verbatim. 

13.  The  student  should  first  obtain  a  knowledge  of  the  sounds  of 
the  Phonographic  Alphabet,  by  pronouncing  them  aloud  ;  and  then 
learn  the  signs  by  which  these  sounds  are  represented.     This  is  most 
effectually  done  by  writing  each  character  several  times,  and  pro- 
nouncing its  name  aloud  at  the  same  time. 

14.  The  Phonographic  Exercises  contained  in  this  work  are  to  be 
read,  and  afterwards  copied  into  a  book  made  of  ruled  paper.     The 
pupil  is  not  to  read  through  the  whole  work  before  he  commences 
writing,  but  to  read  one  lesson,  and  then  write  out  every  shorthand 


DIRECTIONS    FOR    PRACTICE.  23 

letter  or  •word  in  it,  filling  a  line  of  Lis  copybook  with  each  charac- 
ter or  word,  till  he  arrives  at  page  49. 

15.  Phonography  should  at  all  times  be  written  on  ruled  paper. 
Either  a  steel  or  gold  peii,  or  a  pencil  may  be  used.     A  pencil  is 
recommended  for  initiatory  practice,  and  when  exercises  are  written 
in  class;  but  for  more  advanced  practice,  for  ordinary  writing  and 
reporting,  a  pen  is  to  be  preferred.     As,  however,  the  reporter  is 
sometimes  so  situated  that  he  cannot  use  a  pen,  he  should  accustom 
himself,  at  times,  to  report  with  a  pencil. 

16.  Phonography   is  best  written  with  the  pen  or  pencil  held 
between  the  first  and  second  fingers,  keeping  it  in  place  by  a  slight 
pressure  of  the  thumb.     The  elbow  should  be  kept  out,  as  for  draw- 
ing, or  in  that  position  in  which  a  vertical  line  is  most  easily  struck. 
Were  phonographic  strokes  inclined  in  a  uniform  direction,  as  is  the 
case  in  the  common  longhand,  it  would  be  better  to  hold  the  pen  or 
pencil  in  the  usual  manner,  that  is,  between  the  thumb  and  first 
finger;  but  as  the  most  frequently  recurring  lines  in  Phonography 
are  struck  in  a  vertical  or  horizontal  direction,  or  slope  down  toward 
the  right,  the  pen  or  pencil  should  be  held  as  is  here  suggested.     In 
this  position  there  is  a  much  freer  action  of  the  muscles  of  the  hand, 
and  less  liability  of  fatiguing  the  thumb  and  fingers  when  a  lengthy 
report  has  to  be  taken. 

17.  The   student   is  particularly  cautioned  against  attempting  to 
write  with  rapidity  at  the  outset.     The  foundation  of  a  good  style 
of  writing  can  only  be  laid,  by  carefully  drawing  the  Phonographic 
characters  with  mathematical  precision,  at  the  commencement  of  his 
practice.     When  the  hand  has  become  accustomed  to  trace  the  forms 
with  correctness  and  elegance,  the  student  will  find  little  or  no  diffi- 
culty in  writing  them  quickly  ;  but  if  he  allows  his  anxiety  to  write 
fast,  overcome  his  resolution  to  write  well,  he  will  not  only  delay  his 
attainment  of  real  swiftness,  but  will  always  have  to  lament  the 
slovenliness  and  consequent  illegibility  of  his  writing. 


TABLE    OF    CONSONANTS,. 


Letter.         Phonograph.        Examples  of  ill  power.          Name. 

P 

\ 

rojje           jjost 

pe 

B 

\ 

roie           ^oast 

be 

T 

fa^e            ^eem 

te 

43 

D 

fade           deem 

de 

•S 
* 

CH 

X 

etch           che&t 

chay 

J 

/ 

edge          je&i 

jay 

K 

— 

lock           cane 

kay 

G 

~~~ 

log            g&va. 

gay 

F 

c 

Ba/e          /ear 

ef 

V 

V 

sawe           feer 

ve 

. 

TH 

( 

vie&tA       Migh 

ith 

1 

TH 

( 

wrea^Ae     My 

the 

s        •* 

> 

•** 
* 

S 

) 

buss          se&l 

ess 

z 

\ 

buzz          zeal 

ze 

SH 

J 

vicious       sure 

ish 

ZH 

J 

vision       ./our  (f  r) 

zhe 

4       (       L 

I    1     R 

c 

fa#            fall 
for             roar 

tl 
ar 

.3 

M 

^^ 

seem          wet 

em 

1     • 

N 

^s 

seen           net 

en 

^ 

NG 

—  ' 

sinff             * 

ing 

1 

W 

^ 

tc&y             * 

way 

1 

Y 

r 

yea              * 

yea 

H 

' 

j&and            * 

hay 

24 


CONSONANTS, 


18.  IT  will  be  seen,  from  an  examination  of  the  Table  of  Conso- 
nants, on  the  opposite  page,  that  every  right-line  and  curve  employed 
in  Phonography,  is  written  in  the  direction  of  one  of  the  lines  in  the 
following  diagram: 


The  lines  in  the  first  and  third  directions  being  inclined  exactly  mid- 
way between  a  vertical  and  horizontal  line. 

Upright  and  sloping  letters  are  written  from  top  to  bottom;  thus, 

\P,       |  t,      (  th,     V/,     J*h,     "V. 

Horizontal  letters  are  written  from  left  to  right;  thus, 

19.  The  letter  f~  I,  when  standing  alone,  is  written  upward.   The 
aspirate  /  h,  is  invariably  written  upward. 

20.  When  a  consonant  stands  alone  it  should  rest  upon  the  line. 

21.  The  Phonographic  characters  should  not,  at  first,  be  written 
smaller  than  they  are  in  these  pages,  that  is,  about  one-sixth  of  an 
inch  in  length.     This  size  is  found  to  be  best  adapted  for  the  learner, 
in  order  to  ensure  accuracy  and  neatness  in  the  writing.     When  he 
can  write  with  ease,  the  size  may  advantageously  be  reduced  to  one- 
eighth  of  an  inch.     Particular  attention  should  be  paid  to  the  forms 
of  the  curved  thick  letters;  if  they  are  made  heavy  throughout,  they 
present  a  clumsy  appearance;  they  should  be  thickened  in  the  middle 
only,  and  taper  off  toward  each  extremity. 


25 


26  CONSONANTS. 


CONSONANTS. 

22.  It  has  been  urged  by  some  who  have  not  practised  Phonogra- 
phy, that  the  heavy  signs  present  an  obstacle  to  rapid  writing  and 
reporting.     It  is,  however,  found  that  after  a  few  weeks'  practice  in 
writing,  the  thickeaed  strokes  are  made  without  any  perceptible 
effort;  they  are  traced  by  the  pen  or  pencil  with  as  mnch  facility  as 
their  corresponding    heavy  sounds   are  produced  by  the  organs  of 
speech.     The  affinity  between  the  sounds  that  are  thus  similarly  rep- 
resented, is  so  close,  that  if,  at  any  time,  the  difference  in  the  thick- 
ness of  the  lines  is  not  distinctly  made,  it  will  not  affecl  the  legibility 
of  the  writing  to  the  practised  Phonographer. 

23.  It  will  greatly  facilitate  the  student's  acquirement  of  the  Pho- 
nographic art,  if  he  accustoms  himself  to  read,  each  day,  the  exercises 
written  on  the  preceding  one.     They  should  be  read  and  re-read, 
until  they  can  be.  deciphered  without  hesitation.      This  is  an  import- 
ant rule,  and  cannot  be  neglected  without  retarding  the  progress  of 
the  student. 

Page  27,  and  all  the  short-hand  exercises  that  follow,  must  be  care- 
fully written  out  by  the  pupil  into  his  copy-book  ;  the  name  of  each 
letter  being  pronounced  aloud  as  it  is  written. 

24.  The  pupil  should  not  content  himself  with  writing  each  letter, 
combination,  or  illustrative  word  once  only.     Half  a  line,  or  a  whole 
line  of  his  copy-book  should  be  filled  with  each  illustration.      It  is 
orly  by  repetition  that  the  student  can  hope  to  become  fami/iar  with 
the  signs,  and  unless  this  is  attained  it  is  impossible  that  he  can  be- 
come a  flnent  writer.      "With  this  object  in  view,  when  reading  the 
Phonographic  exercises,  or  when  reading  his  own  writing,  the  student 
should  make  it  a  practice  to  trace  each  character  as  it  is  read.     If  a 
pencil  point  were  used  it  would  necessarily  deface  the  page,  to  avoid 
this  the  student  is  recommended  to  sharpen  his  pencil  at  the  opposite 
or  wooden  end,  which  point  he  should  accustom  himself  to  use  to  trace 
every  character  as  it  is  read . 

The  names  of  the  consonants  will  be  found  on  page  24.  The  stu- 
dent is  recommended  to  adopt  the  names  there  given,  especially  for 
th,  sh,  zh,  ng,  &c.  in  preference  to  following  the  nsnal  practice  of 
calling  them  tee-aitch,  ess-ditch,  en-gee,  fyc. 


EXERCISE  ON  THE  CONSONANTS. 


27 


EXERCISE  ON  THE  CONSONANTS. 
P,B        \\     \\     \\     \\      \\      \\ 

T'D    I  I    I  I      I    I  I    I  I     I 

^r  p     _          _      ...   _.  _    _.  f 

F,  V 
TH,  TH. 

S,Z 
SH,  ZH 

^  rrrrrrrr 

N 

Y  rrrrrrrr 

H    //////// 


28  COMBINATIONS    OF    CONSONANTS. 


COMBINATIONS  OF  CONSONANTS. 

25.  All  the  consonants  in  a  word  should  be  written  without  taking 
off  the  pen,  the  second  letter  commencing  where  the  first  ends,  the 
third   beiug    continued   from   the   end    of   the    second,    &c.      See 
page  29. 

26.  Single  consonants,  combinations  of   horizontal   letters,  and 
combinations  with  only  one  descending  letter,  rest  upon  the  line. 
See  lines  1,  2,  3,  on  the  opposite  page.     When  two  descending  letters 
are  joined,  the  first  should  be  made  down  to  the  line,  and  the  second 
below.     See  line  4. 

27.  The  letter  (      I,   when  standing  alone,  is  written    upward; 
when  joined  to   another   consonant   it  may  be  written  upward  or 
downward.     See  lines  6  and  7,  on    the  opposite  page.     Ilnles  for 
determining  when  the  upward  and   downward  /  should   be  used, 
will  be  given  in  their  proper  places. 

28.  The  letter  .X  sk,  when  standing  alone,  is  written  downward; 
when  joined  to  another  consonant  it  is  sometimes  convenient  to  strike 
it  in  the  upward,  and,  at  other  times,  in  the  downward  direction.   See 
line  8. 

29.  When  two  straight  consonants,  of  the  same  kind,  follow  each 
other,  such  as  pp,  kk,  they  are  made  by  a  continuous  line  double  the 
length  of  a  single  consonant. 

30.  There  should  always  be  an  angle  between  /and  n,  v  and  n, 
and  all  similar  combinations.      In   tracing  the  consonants  slowly, 
learners  will  generally  make  an  angle  between  p  and  n,  6  and  n,  th 
and   n,  and  similar  combinations,  but  the  advanced  writer  should 
strike  these  letters  without  an  angle. 

31.  The  appearance  of  a  page  of  Phonographic  writing  is  greatly 
improved,  if,  instead  of  making  all  the  characters  of  a  uniform  length, 
the  upright  strokes  are  made  as  much  shorter  than  the  sloping  ones 
as  to  bring  them  within  the   same   parallel   lines;  the  top  of  the 
upright  characters  should  reach,  no  higher  from  the  base  line  than  the 
top  of  the  sloping  ones. 


f  1  B 

3) 


29 


of   ^0'onsonaui  s 


3      ^       V  A 

4   ^   ^  k 

5    ri      K  r\ 

^y^  W 


h 


or 


(£)  !je    cir  cle 

r     e_    L- 


-r 


u"D~ward 


c    c 


x-i/ 


11        Joined  K. 


ADDITIONAL   CHARACTERS    FOR    3     AND   Z.  31 


ADDITIONAL  CHARACTERS  FOR  S  AND  Z. 

32.  On  account  of  the  frequent  recurrence  of  the  sounds  s  and  z, 
these  letters  are  furnished  with  an  additional  character,  one  particu- 
larly convenient  for  joining;  thus,  o  *  o  z.  "When  these  circles  are 
joined  to  straight  letters,  they  are  written  on  the  right  hand  side ; 
thus, 


s,    I     Is,    /  chs, — o  ks,    \    sp,      I  st, 


sk. 


33.  When  joiued   to   curved  letters,  they   invariably  follow  the 
direction  of  the  curve;  thus, 

/  "\  P  ^  ^\  Q 

\          /«?,       /        i/lS.        |    SS*  J  SitSl      \        S] •      (     Si/I*  ]    S$*        J  SS/lt 

\&J  '   (^      •  o/    '  ox         v^'V          )     -^ 

<^      (5  W.?,      <<      x  Sill;       ^ ^  IIS,      Q /  *W;        v P  H^*,       ^^^  JTZ^. 

;\  wj,     ^\  *«-•;      f.     t/s,      f      si/;          .?  Iis,  elc. 
d  b  '        y        c: 

34.  When  the  circle  occurs  between  two  consonants,  it  is  written 
in  the  shortest  direction.     See  lines  4  to  6. 

ADDITIONAL  CHARACTER  FOR  R. 

35.  In  addition  to  the  alphabetic  form  for  r  ~~\  this  letter  is,  for 
convenience  and   speed   in  writing,  represented  by  an  up   stroke; 
thus,   /   r.      It    is    invariably    written    upward.      See    line    7 
to  11. 

36.  When  r  is  required  to  be  written  alone,  or  joined  to  the  circle-J 
only,  either  the  alphabetic  form  may  be  used,  thus, 

or  the  upward  r  may  be  employed,  in  which  case  it  is  written  at  an 
inclination  of  30  degrees  from  a  horizontal  line;  thus, 

X^    r>  x^  rs>  o^   sr> 

37.  Ch,  when  standing  alone,  is  inclined  at  an  angle  of  60  degrees 
from  a  horizontal  line;  thus,     /   ch.     The  distinction  between  ch 
and  r,  when  joined  to  other  letters,  is  shown  by  the  direction  of  the 
stroke.     See  lines  11  and  12. 


VOWELS, 


38.  The  alphabet  of  a  language  professedly  contains  a  letter  for 
every  distinct  sound  heard  in  speaking  the  language.     The  Roman 
alphabet,  at  present  in  use,  does  not,  as  has  been  shown,  provide  a  suf- 
ficient number  of  letters  to  represent  the  consonantal  sounds.     It  is 
still  more  deficient  in  representing  the  vowel  sounds  of  the  language. 
The  a,  e,  i,  o,  u  scale  is,  therefore,  abandoned  in  the  Phonographic 
system,  and  one  more  complete  adopted  in  its  place. 

39.  There  are  six  simple  long  vowels  in  the  English  language, 
which  are  naturally  arranged  in  the  following  order. 

LONG   VOWELS. 

1    I,  .1    A,  I    AH,  AW,  -      O,  00. 

as  in  eat,          ape,          alms,  all,  oak,          ooze. 

40.  The  vowels  are  represented  by  a  dot  or  dash,  placed  at  the 
beginning,  middle,  or  end  of  the  consonant.     The  first  three,  e,  a, 
and  ah,  are  indicated  by  a  dot;  the  last  three,  aw,  o,  and  oo,  by  a  short 
stroke  or  dash,  written  at  a  right  angle  with  the  consonant. 

41.  The  vowel  signs  are  here  placed  to  an  upright  stroke  (the  let- 
ter f)  to  indicate  their  respective  positions,  namely,  at  the  beginning, 
middle,  or  end  of  the  stroke  consonant. 

42.  Vowels  placed  at  the  commencement  of  a  consonant,  e  and  aw, 
for  example,  are  called  first-place  vowels;  vowels  written  in  the 
center,  are  called  second-place  vowels;  and  those  written  at  the  end, 
are  called  third-place  vowels. 

43.  When  a  vowel  is  placed  on  the  right-hand  side  of  an  upright 
or  sloping  letter,  or  below  a  horizontal  one,  it  is  read  after  the  conso- 
nant.    See  page  33,  lines  3  to  4.     "When  a  vowel  is  placed  on  the 
left-hand  side  of  an  upright  or  sloping  letter,  or  above  a  horizontal 
one,  it  is  read  before  the  consonant.     See  page  33,  lines  5  to  7. 

44.  The  rule  for  placing  and  reading  the  vowels,  is,  that  their  posi- 
tion is  reckoned  from  the  commencement  of  the  letter,  whether  it  be 
•written  upward  or  downward.     The  letter  /^  /,  for  instance,  being 
written  upward,  the  vowels  are  reckoned  from  the  bottom. 

32  » 


Ho  weir    -toTlcv.  iiiu1    >  ;;rts. 


a  a"h 


Y 


owels    preceding' 


h.mpl< 


; 


10        C  (  (- 


)         ! 


me 


i   m 


i 
ord/. 


EL      El 


T     T      X      %      •<"     :f      r 


10       -(j 


11 


f 


OX   WRITING   PHOTOGRAPHICALLY.  35 


ON  WRITING  PHONOGRAPHICALLY. 

45.  In  consequence  of  the  deficiencies  of  the  English  alphabet,  and 
the  unphonetic  character  of  our  orthography,  the  spelling  of  a  word 
can  seldom  be  taken  as  a  guide  to  its  pronunciation.     To  write  any 
given  word,  therefore,  phouographically,  the  student  must  first  ascer- 
tain the  sounds  of  which  it  is  made  up.     He  should  then  write  the 
letters  which  represent  the  sounds  that  compose  the  word.     In  cases 
of  doubt,  the  pronunciation  of  careful  speakers  should  be  noted,  or 
reference  made  to  a  pronouncing  dictionary.     A  few  months'  prac- 
tice of  Phonography  has  often  improved  the  student's  pronunciation 
more  than  years  of  previous  reading  and  study. 

46.  The  consonants  of  a  word,  whether  one  or  more,  should  be 
written  without  lifting  the  pen; — the  vowels  should  be  inserted 
afterwards.  • 

47.  Letters  that  are  struck  upward,  as  I  /'""    r/    and  /  ht  are 
vocalized  upward.     See  page  34,  lines  6  and  7. 

48.  When  the  letter  r  is  the  only  consonant  in  a  word,  or  is  pre- 
ceded or  followed  by  s,  the  upstroke  is  used  if  a  vowel  follows  the 
r,  and  the  downsiroke  if  the  vowel  precedes.     See  lines  7  and  8. 

49.  S  at  the  commencement  of  a  word  is  always  read  first.     See 
lines  9  and  10.     In  these  and  similar  words,  the  vowel  is  placed  and 
read  to  the  stroke -consonant,  and  not  to  the  circle-*,  to  which  no 
vowel  can  be  placed  or  read.     The  learner  should  particularly  ob- 
serve that  the  circle-*  is  read  before  all  vowels  at  the  commencement 
of  a  word,  and  after  all  vowels  at  the  end. 

50.  The  circle  s  or  z  may  be  made  double-sized  for  ss,  (sez  or  zez 
in  sound)  as  in  piece,  pieces,  &c.     See  line  11.     Where  strict  accu- 
racy is  required,  the  circle  should  be  thickened  for  the  sound  of  g,  as 
in  cause,  causes. 

51.  When  a  word  begins  with  a  vowel  followed  by  s  or  z,  and  in 
any  other  case  when  it  is  required  to  place  a  vowel  to  *  or  z,  the 
stroke  form  is  used.     See  line  12. 


36  SHORT    VOWELS. 


SHORT  VOWELS. 

52.  la  addition  to  the  six  long  vowels  already  explained,  there  are  sir 
short  vowels  in  the  English  language,  as  heard  in  the  following  words, 

pit,       pet,        pat,        not,        nut,       foot. 
The  position  of  the  vocal  organs  in  producing  these  sounds,  is  very 
nearly  the  same  as  that  required  for  the  utterance  of  the  long  vowels 
in  the  words 

peat,        pate,        jpalm,         nought,         note,        food; 
the  chief  difference  being,  that  the  former  are  more  rapidly  pro- 
nounced.    The  short  vowels  are   represented  by  dots  and  strokes 
written  in  the  same  position  as  for  the  loug  ones,  but  made  lighter,  to 
indicate  their  brief  character. 


as  in  it,  et,  at,  on,          «p,  foot. 

53.  These  short  vowels  are  more  easily  and  correctly  pronounced 
in  connection  with  some  consonant.     Instead,  therefore,  of  calling 
them  short  ee,  short  a,  &c.,  they  should  be  named  it,  et,  at,  at,  ut,  oot; 
by  so  doing  their  true  powers  are  heard. 

54.  The  vowel  points  and  strokes,  both  for  long  and  short  vowels, 
must  be  written  at  a  little  distance  from  the  consonants  to  which  they 
are  placed.     If  allowed  to  touch,  it  would  occasion  mistakes. 

In  writing  words  containing  short  vowels,  the  student  will,  unless 
he  is  instructed  to  the  contrary,  be  likely  to  write  words  according  to 
their  spelling,  and  not  according  to  their  sound;  the  latter  course 
only  is  correct. 

The  student  should  be  able  to  recognize  that  the  vowel  in  ft,  sit, 
is  a  very  different  one  from  that  vnfight,  sight;  the  vowel  in  the  lat- 
ter words  is  a  diphthong;  (See  Par.  58.)  the  former  words  contain 
the  first  short  vowel,  and  are  written  with  the  first  light  dot.  Met, 
bet,  differ  from  meet,  beet;  the  former  would  be  written  with  the 
second  light  fdot,  the  latter  with  the  first  heavy  dot.  3Iat,  pal,  ;irc 
not  to  be  written  with  the  same  vowel  as  mate,  pate;  the  former 
would  require  the  third  light  dot,  and  the  latter  the  second  heavy  one. 

Not,  rot,  differ  from  note,  rote;  the  former  require  the  first  li;,rlit 
dash,  and  the  latter  the  middle  heavy  one.  etc.  (See  Writing  Exer- 
cises No.  7.) 


>rds   conlainmcr  Xlhorl  vowels". 


it  et  at  ot  at  cot 


L_ 


e      N/- 


L_ 


cc        LJ 


V" 


vJ  n  -the    positions    of  -tlje      fowels. 


not 


.not 


\r 


<\   XX     X" 


(A       ~n       ~=\ 


\  \ 


not 


not 


not 


71  Ot 


4— 


riot 


not 


RULES   FOR   PLACING   THE   VOWELS.  39 


RULES  FOR  PLACING  THE  VOWELS. 

55.  In  -writing  and  reading  Phonographic  -words,  the  order  of  the 
letters,  whether  consonants  or  vowels,  is  the  same  as  in  ordinary  long- 
hand or  printing;  that  is,  they  are  written  and  read  from  left  to  right, 
and  from  top  to  bottom.     Phonographic  students  often  experience 
considerable  difficulty  in  determining  where  to  place  the  vowels;  but 
nothing  can  be  more  simple  if  it  be  borne  in  mind — 

1st.  That  a  vowel  on  the  left  hand  side  of  an  upright,  or  sloping 
letter,  as  \  p,  t,  /  ch,  V  f,  &c.,  is  read  before;  when  on 
the  right  hand  side,  it  is  read  after  the  consonant. 

2nd.  When  a  vowel  is  placed  above  a  horizontal  letter,  such  as 

k,  ^  ~"  m,  ^ s  u,  it  is  read  before;  when  below,  it  is  read 

after. 

3rd.  The  vowels  are  uniformly  reckoned  from  the  commencement 
of  the  letter,  whether  it  be  written  downward  like  I  t,  \  p,  &c., 
or  upward,  like  /^~  1,  //'  r. 

4th.  But  when  a  vowel  occurs  between  two  consonants,  as  it  is 
capable  of  being  written  either  after  the  first  or  before  the  second, 
the  following  rules  have  been  determined  upon;  the  observance  of 
which  will  avoid  amhiguity,  and  ensure  uniformity  of  practice  among 
Phonosraphers. 

(a)  FIRST  PLACE  VOWELS  are  written  after  the  first  consonant. 
See  page  38,  lines  1  and  2. 

(b)  SECOND  PLACE  VOWELS  are  written  after  the  first  consonant 
when  they  are  long,  and  before  the  second  when  they  are  short;  the 
length  of  a  second-place  vowel  is  thus  determined  by  its  position,  if 
it  should  not  be  indicated  by  its  size.     See  lines  3  to  6. 

(c)  THIRD  PLACE  VOWELS  are  written  before  the  second  conso- 
nant.    See  lines  7  to  9. 

56.  When  the  circle-,?  occurs  between  two  consonants,  the  rule  for 
the  position  of  second  place  vowels  as  in  tusk,  desk,  musk,  &c., 
does  not  of  course  apply.    See  line  10. 

57.  Occasionally,  in  the  writing  of  words  of  more  than  one  syl- 
lable, greater  clearness  will  result  from  the  non-observance  of  the 
rules  relating  to  the  first  and  third-place  vowels.     See  line  11. 


40  DIPHTHONGS. 


DIPHTHONGS. 

58.  The  double  vowels  heard  in  the  words  ice,  aye,  oil,  owl,  are 
represented  by  small  angular  marks;  thus, 

I,        ice,         AI,   ,,    aye,         01,         oil,        ow,        owl. 
•  "  I  Al 

They  occupy  but  two  positions,  namely,  at  the  beginning  and  end  of 
the  consonant. 

59.  The  shorthand  signs  for  these  diphthongs,  as  well  as  the  double 
and  treble  letters  of  the  w  and  y  series,  arc  always  written  in  the 
same  direction ;  that  is,  they  do  not  accommodate  themselves  to  the  po- 
sition of  the  consonant  to  which  they  may  be  written,  as  do  the  dashes 
for  the  simple  vowels  au,  o,  oo.     See  page  41,  lines  1  to  6. 

DOUBLE  LETTERS    OF   THE   W  AND   Y  SERIES. 

60.  The  letters  w  and  y  are  unlike  auy  other  consonants;  they  are, 
in  fact,  modifications  of  the  vowels  oo  and  e;  w  being  a  modification 
of  oo,  and  y  of  <?,  as  may  be  heard  in  pronouncing 

we,  wa,  wah,  wau,  wo,  woo;  ye.  ya,  yah,  van,  yo,  yoo. 

61.  W  and  y  are  represented  in  connection  with  the  simple  vow- 
els, by  single  signs  of  a  vowel  character.     The  w  compounds  are  in- 
dicated by  a  small  curve,  thus  c    for  we,  wa,  wah;  and  thus  3  for 
wau,  wo,  woo;  and  the  y  compounds  by  a  curve  written  thus  w   imye, 
ya,  yah;  and  thus   °  for  yan.  yo, yoo.  The  phonograph  »  is  used  alike 
tor  you,  the  commencing  sounds  in  youth,  nmi,  etc.,  and  for  the  diph- 
thong in  new,  tune.     See  Table  of  Vowels,  page  78. 

62.  By    prefixing  w  to  the  diphthongs  i,  oi,  and  ow,  the  treble 
sounds  wi,  woi,  and  wow  are  heard.     They  are  represented  by  small 
right  angles,  thus, 


wi,     I  wine,       woi, 


quoit,       wow,        wound,  (did  wind.) 


THE  ASPIRATE  OR  BREATHING  H. 

63.  The  aspirate,  which  is  used  only  when  preceding  a  vowel,  is 
expressed  by  a  small  dot  prefixed  to  the  vowel.  See  page  41,  line  11. 
The  stroke  is  generally  used  when  it  is  initial  and  followed  by  s, 
also  when  r  and  some  other  consonant  follow.  See  line  12.  The 
pronoun  he  is  expressed  thus,  "  he. 


V 


-)        .( 


a  n  I     i          o mp  oicnd s . 


4-2 


1 


'oiible     lgloii§on.ai 

v,  v,  ^ 


V 

NT 


\~     i-  .1. 


1' 
U-> 


i; 


V      <).        Dv 


1 


U 


DOUBLE  CONSONANTS. 


43 


DOUBLE   CONSONANTS. 

64.  In  a  large  number  of  words  in  the  English  language,  the 
liquids  /  and  r  combine  with  other  consonants  and  form  a  kind  of 
consonantal  diphthong;  as  iu 

play,    clay,    blow,   pray,    fray,    throw. 

L  and  r  in  these  words  are  so  closely  united  with  the  initial  conso- 
nant, and  the  sounds  glide  so  imperceptibly  iuto  each  other,  that  they 
seem  to  be  pronounced  with  almost  as  little  effort  as  single  consonants. 

65.  The  natural  way  of  expressing  these  combinations  in  writing, 
would  undoubtedly  be,  by  some  marked  and  uniform  modification  of 
the  simple  letters.     It  is  effected  thus, 

T  TL  TR  etc. 

66.  It  must  not  be  supposed  that  in  these  compound  sigus  the  stem  is 
the  t,  and  the  hook  itself  the  I  or  r.  The  form      must  be  taken  as  an 
indivisible  sign  representing  ir;  and  the  same  remark  applies  to  all 
the  other  letters  of  this  series, 

67.  The  left  hand  hook  has  been  selected  for  thepr  <!\    and  the 
right  hand  tor  pi  \      etc.,  and  not  the  contrary,  because  the  combi- 
nations pr,  (r,  &c.,  occur  five  times  as  of  tea  as  pi,  tl,  &c. ;  and  ^ 

&c.,  are  the  best  sigus  for  the  writer,  both  when  occurring  singly, 
and  when  joined  to  other  letters. 

68.  SM  ^  and  zhl^  are  written  upward,  and  never  stand  alone. 

B  \      BL  \     BR  *\ 

D   |       DL   f     DR   1 

JS  /)  ? 

/      JL  /     JR   / 


*  \ 

T 
CH   / 
K   

F  V. 

TH    ( 

PL     \ 
TL 
GEL/"9 
KL     e  

THL     ( 
SHL^ 

PR        >^ 

TR 
CHR  ,? 

KR  <=  
FR     °\ 
THR     J 
SHR  J) 

TH 


THL  (       THR   J 


ZHL 

NR  <^_ 


44  DOUBLE   CONSONANTS. 


DOUBLE  CONSONANTS. 

69.  To  assist  the  pupil  in  remembering  these  hooks,  it  may  be  ob- 
served, that  it'  the  right-hand  be  held  up,  with  the  first  finger  bent, 
the  outline  of  tr  will  be  seen;  and  by  turning  the  hand  round  in  the 
various  positions  assumed  by  the  letters^?,  t,  ch,  k,  all  the  double  con- 
sonants of  thepr  series  will  be  formed.      If  the  /eft-hand  be  held  up 
in  a  similar  manner,  the  double  lettei  tl  will  be  seen;  and  by  turn- 
ing the  hand  round  to  the  various  positions,  all  the  double  conso- 
nants of  the  pi  series  will  be  produced.     See  page  45. 

70.  The  pi  and  pr  series  of  consonants  are  used  to  indicate  both 
their  initial  and  final  effect;  as  in 

jpray    as  well  as  in     taper; 
tree  "          "     eater; 

dry  "         "     wider; 

fl'J  "         "     rifle. 

71.  When  speaking  of  these  double  consonants,  as,  for  iustauce,  in 
a  Phonographic  class,  it  will  be  found  convenient  to  pronounce  them 
with  monosyllabic  names;   thus,  *\  pr  should  not  be  called  pe,  ar, 
bnt  per,  as  at  the  end  of  taper;    |   tr,  as  at  the  end  of  eater;  \  pi, 
as  at  the  end  of  sample;        tl,  as  at  the  end  of  turtle,  etc.     A  dis- 
tinction is  thus  made,  between  p,  I,  pronounced  as  two  letters  and  pi 
pronounced  as  one.     The  former  would  indicate  X/'  the  latter  ^ 

72.  The   double    consonants  , — v  MP,    ^ — -  MR.  ^ ^    NR,    are 

termed  irregular,  as  they  do  not  accord  with  the  principle  observed  iu 
the  formation  of  the  other  double  consonants.     For  examples  of  their 
use,  see  lines  9, 10, 11,  on  the  opposite  page.    When  g — •-  mr  follows 
t,  d,  or  the  downward  r,  the  hook  is  only  partially  formed.   See  stam- 
mer, trimmer,  former,  farmer,  in  line  10. 

73.  In  the  formation  of  the  curved  double conso:iaiits,y>,  tfir,  etc., 
there  is  an  apparent  disorder  necessitated  by  the  nature  of  the  charac- 
ters; when  properly  viewed,  however,  they  are  in  strict  analogy  with 
the  straight  consonants.      If  the  character  \    pi  be  cut  out  in  a  piece 
of  paper  or  card,  and  then  turned  over,     \   pr  is  produced;  in  the 
same  way,  y^  fl,  if  cut  in  card  and  reversed  gives  ^^  fr.    If  the 
curved  letters  were  hooked  on  the  side  opposite  to  the  curve,  useless 
and  therefore  inadmissible  forms  would  be  the  result. 


4-5 


r'\      r\ 


'CDouble  Qoiisonarits. 

rtt  \ 


Ti, 

P 


L     L. 


\ 


Cl 


< 

X 

L     i,    : 


CD          vD 


a  q- 

sti?    I 

5JP     °\  ^ 

slcp    o— -  .     ' 

«        t>-      - 


V- 


U 


1      1  S 

3  -r    -r     i      K      x    ^- 


1-  vi     "f- 


CONSONANTS.  47 

THE  SPR  SERIES  OF  CONSONANTS. 

74.  From  the  pr  series  of  double  consonants,  a  treble  series  is 
formed  by  making  the  hook  into  a  circle;  thus, 

°\  spr,  I     sir,        ^  schr,       a —  sJcr,          1    sdr,  etc. 

See  Examples  on  the  opposite  page,  lines  1  and  2. 

75.  These  treble  consonants  are  used  only  at  the  beginning  of  a 
word,  unless  they  follow  a  straight  letter  iii  the  same  direction.     See 
lineS. 

76.  Spr,  sfr,  etc.,  will  not  be  mistaken  for  sp,  st,  etc.,  because  in 
the  latter  case  the  circle-,?  is  always  written  on  the  right-hand  side; 

\      sp,         I     si,       /°  sch,      o —  sk,  etc. 

77.  When  the  circle-*,  and  the  hook  of  a  double  jetter  occur  in 
the  middle  of  a  word,  they  are  written  in  full.     See  line  4. 

78.  In  a  few  words,  when  one  of  the  I  or  r  hooked  letters  follows 
the  circle-*,  the   hook  cannot  be   perfectly  formed.      See  line  5. 
These  cannot,  however,  be  mistaken  for  any  other  words.      After 
t,  and  d,  the  circle  may  be  turned  to   the  right  to   produce  kr, 
yr.     See  line  G. 

79.  In  deciphering  the  words  in  lines  7  and  8,  page  46,  the  s  is 
read  first,  (in  accordance  with  the  rule  expressed  in  paragraph  49,) 
then  the  vowel,  and  afterwards  the  double  consonant. 

S  is  joined  to  a  consonant  of  the  j)l  series,  beginning  a  word, 
as  in  line  8. 

THE   INITIAL  W  HOOK. 

80.  A  hook  at  the  commencement  of  I,  the  upward  r,  m,  and  n, 
expresses  w;  thus, 

WL  /"  WR  ^          WM  & — -N        WN  <; 

81.  This  scries  of  double  letters  differs  from  the  pi  and  pr  series, 
with  respect  to  the  principle  explained  in  paragraph  65,  for  in  the 
w-hook  letters,  the  whole  form  ^ — s  <5 ^  etc.,  is  not  to  be  under- 
stood as  representing  wm,  wn,  etc.,  in  ihe  complex;  but  the  hook  is  w, 
and  the  stem  m,  n,  etc.;  and  vowels  may  be  placed  either  before  or 
after  the  I,  r,  m,  n.     See  page  46,  lines  9  and  10. 

The  whispered   w,  as  in  when,  whim,  etc.,  is  marked  by  thick- 
ening the  hook.     In  ordinary  writing,  this  is  unnecessary. 


48  THE   FINAL   N   HOOK. 


THE  FINAL  N  HOOK. 

82.  A  large  number  of  words  in  the  English  language  terminate 
with  n.  This  letter  is  briefly  expressed  by  the  addition  of  a  final 
hook  on  the  left-hand  side  of  a  straight  letter,  and  following  in  the 
direction  of  the  curve;  thus,  (See  page  49,  lines  1  to  4.) 


\  pnt  1    tns  ^/  chn, 

N>  J 

\     *'  J       "'  </    JH' 

\      fn,  (    (An,            )     sn, 

Va-/  '  \i  J 


— =  *». 

J  shn. 
^.J  shn. 


. — v.  mn.  N. y  nn,  ,\    wn.  f  yn. 

0  v 

83.  £  or  2  is  added  to  the  straight  lines  by  making  the  hook  into  a 
circle;  thus, 

\    pns,         J    ins,       ^/  chns,       — o  Jens,    /°  rns. 

84.  After  curved  letters  *  or  z  is  written  inside  the  hook.     Sec 
line  6. 

85.  The  circle  ns   is  written  twice  its  usual  she  to  form  nses, 
usually  the  plural;  as,  tetise,  tenses;  expense,  expenses,  etc.     See 
line  7. 

86.  When  the  s  or  2  circle  is  joined  to  a  straight  letter  without  the 
final  w-hook.  it  is  written  on  the  right-hand  side;  thus, 

\      ps,  I     ts,          /    chs,         — o  ks. 

THE  FINAL  TION  HOOK. 

87.  The  frequent  termination  tion,  when  following  a  straight  let- 
ter, is  expressed  by  a  final  hook  on  the  right-hand  side;  thus, 

\    pshn,     I   tshn,    /    chshn,   =  kshn,     /*  rshn  (upwards); 

^v     bshn,      I  dslm,  /  jshn,      a  gshn.     See  line  9. 

88.  "  Tion"  after  a  curved  letter  is  expressed  by  a  large  hook. 

89.  These  hooks  may  be  thickened  for  sion,  in  occasion,  derision, 
vision,  etc.;  but  this  is  unnecessary  iu  ordinary  writing.     See  line  12. 

90.  The  n  and  tion  hooks  may  be  used  in  the  middle  of  a  word, 
when  convenient.     See  line  12. 


I* j rial  Af  hook  . 

L      L  j 

T        1  1- 

d  JA  U 


vo 


/•   v^. 


•r  .   J'       d-         J.        d.         <=-*     -o 

\\A   ienihe  vowel  is=Final-ihe  s-lro"ke 


use.. 


l  Iron.   Koo'lc 


i;      t    -N. 


10 


12 


sentences. 

G 


- 


i   , 

~-/  o) 


i 


( 


„   r    \ 

)--r   c.        i 


)-  X    I- 

x     (     / 


S  \ 


1 


IS 


14 


rV ~\ 
S^ 

f  ,  r 
i 


GRAMMALOGUES, 

91.  The  most  frequently  naming  words  in  tie  language,  as  the, 
and,  that,  etc.,  are  represented,  in  Phonography,  by  single  characters; 
not  arbitrarily  chosen,  but  always  a  part  of  the  word,  and  generally 
suggestive  of  its  accented  syllable.     These  words  are  of  such  frequent 
occurrence  that  twenty -five  of  them  constitute  one  fourth  of  ordinary 
speech  and  composition,  and  one  hundred  amount  to  almost  one  half. 
To  write  such  words  in  full  would  be   unnecessarily  tedious,  nor 
would  they  be  more  legible  thus  written,  than  when  expressed,  each, 
by  a  simple  and  distinct  character.      Words  thus  abbreviated  are 
called  Grammaloyues ,  or  sign-words,  and  the  shorthand  letters  that 
represent  them  are  called  Logograms,  or  word-signs. 

92.  lu  the  subsequent  tables  of  grammalogues,  a  word  is  occasionally 
printed  with  a  hyphen;  thus,  yive-n;  or,  with  a  double  letter;  thus, 
importan\t;  to  intimate  that  the  corresponding  logograms  represent 
both  give  and  given,  important  and  importance.     The  context  will 
always  show  which  of  the  two  words  is  intended. 

93.  The  grammalogues  is,  as,  may  be  aspirated  thus, '  °   his,  •  o  has. 

94.  S  may  be  added  to  a  logogram  to  mark  the  plural  number  of  a 
noun,  or  the  third  person  singular  of  a  verb  in  the  present  tense;  as 
v — '  thing,  * — P  things,  come,  — o  comes. 

95.  The  following  grammalogues,  being  some  of  the  most  frequently 
recurring  in  the  language,  are  employed  in  the  exercise  on  the  oppo- 
site page,  to  show  their  application  and  use. 

.a  |      it  •      the* 

.   and  ^  of  *  \     was 

o    as  \^  for  f    well 

\  be  (  that  *                <; '  when  * 

do  )  there  //  which 

\^  have  (      think  f    will 

o   is  *  \  to  •»     you 
Words  marked  thus  "  *  "  are  written  above  the  line. 


52  VOWKL   GRAMMAI.OGUES. 


VOWEL  GRAMMALOGUES. 

96.  The  stroke  vowels  an,  o,  oo,  are  used  as  logograms  in  each  of 
these  directions,  \  i  /•  ,  both  on  and  above  the  line.  On 
and  should  am  written  upward. 


N 

\ 

X 

\ 

i 

X 

all 

tvro 

already 

oh           ought 

who 

\ 

I 

X 

\ 

1 

X 

of 

to 

or 

but             on 

should 

• 

V                                       U 

• 

. 

A 

L 

the  a  and,  an        I         ho\r        why       while 

97.  The  vowel  logograms  are  written  in  two  positions,  on  and 
above  the  line.     Words  represented  by  first-place  vowels,  such  as 
•  the,    s      all,    ^      of,  etc.,  are  written  above  the  line;   those  con- 
taining second  and  third-place  vowels,  such  as     i  but,    \    oh,     \   to, 

x  who,  etc.,  are  written  on  the  line.  Second-place  vowels  are 
brought  down  to  the  line,  because  three  positions,  without  a  stroke 
consonant  could  not  be  easily  distinguished. 

The  above  grammalogues,  and  those  that  follow  in  subsequent 
tables,  should  be  thoroughly  committed  to  memory  by  repeatedly 
copying  them. 

PREFIX  COM  AND  CON;  AFFIX  ING. 

98.  A  light  dot  at  the  commencement  of  a  word  is  used  to  express 
the  common  prefix  com,  aud  con,  as  in  complain,  contain,  etc. 

99.  The  termination  ing  is  expressed  by  a  dot  at  the  end  of  a 
word.     See  Exercises  on  the  opposite  page.     It  is  sometimes  more 
convenient,  especially  when  following  the  circle  s,  to  use  the  alpha- 
betic form  N — /  for  wy.   The  dot  ing  is  usedchiefly  for  the  participle. 
Bring,  fling,  king,  etc.,  are  written  with  the  alphabetic  form  - — ' 

The  termination  ings  may  be  indicated  by  a  larger  dot,  or  the  alpha- 
betic form  v — 9  ings.  See  also  page  94. 


1      C 


S'3 


s      V. 


\ 


C 


\ 


r    x 


\ 


54- 


r  '  .* 


r 


f  x  er  cis  e  . 


r\  -) 


11      I 


-  -r       \>.         «     .1          /     /      N      **-s 

4        V          lYt/'~f>.  <>\         c 

>•-      U— *  f        \      •      L_       .X 

O  V  f-  ,  ~  )  ••  S\ 

V          V.  -o  --J   i       x       .  J . 

3    >   "  (  c    '    v    r*  >x^ 

X  v  \         /<!  •       s  C          „ 

I 

£X^  C  ^ ^        '  )  /- 

I 

xT~  c          ^          .  ^    I  I          ^\ 

(  v    '  °          <Z^''  ^-          '     o  I  t> ' 


v 


W    AND    Y    GRAMMAI.OGUES.  55 

JFAND  F  GRAMMALOGUES. 

<  c  > 

c  ^ 

we  with  were  what  would 

w 

vy  n 

ye  yet  beyond          you 

^\    way  ^~  your 


^well  </ where 

100.  When  two  words  are  placed  to  one  sign,  as  wA<?«,  one,  in  the 

above  table,  it  signifies  that  <: --  represents  when,  if  written  above 

the  line,  and  one,  when  it  rests  upon  the  line. 


THE  STROKE  W  AND  Y. 

101.  The  consonantal  signs  for   "N   10  and  f  y,  should  be  em- 
ployed in  preference  to  the  small  vowel  marks,  in  words  that  con- 
tain  no   other  consonant;    except  in  the  common  words  we 

ye  °  you  <•»  The  stroke  w  should  also  be  employed  in  words 
where  it  is  preceded  by  a  vowel,  as  in  away,  awake;  also,  in  words 
where  w  is  preceded  or  followed  by  s  or  s;  as  in  sway,  ways,  wise; 
and  whenever  these  full-sized  characters  are  necessary  for  distinct 
vocalization.  See  Exercise  on  the  opposite  page. 

102.  The  stroke  w  may  be  aspirated,  as  required  in  whiz,  whistle, 
etc.,  by  prefixing  a  small  tick  ;  thus,     <x       The  vowel  marks  for 
w  and  y  are   aspirated  in  the   same  manner  as  the  simple  vowels, 
namely,  by  prefixing  a  small  dot. 


come 


56  SINGLE    CONSONANT    GRAMMALOGUES. 

SINGLE  CONSONANT  GRAMMALOGUES. 

\np  I  it  X  which  — 

\    e  \  / 

\be  |    do  /advantage  — 

V^  for  (    thiuk         )  so  J  shall 

\^    have        (    them  )   was  ^  usual-ly 

will  f    ~^  are 

^  _  N    (  me,  my  (  in  C  thing 

(  him  ^""^    {  no       s    x    {  language 

way    "^   /""  your. 

ON  THE  POSITIONS  OF  WORDS. 

103.  It  will  be  observed  from  the  above  table,  that  all  horizontal 
characters  represent  words  in  two  positions,  —  on  and  above  the  line. 
The  position  which  the  word  occupies  is  determined  by  its  primary 
vowel. 

104.  This  difference  of  position  should  be  extended  to  all  words 
that  do  not  fill  the  whole  depth  of  the  line  of  writing.     Words  con- 
taining first-place  vowels  should  be  written   above  the  line,  and 
words  containing  second  and  third-place  vowels  rest  upon  the  line. 
The  word  meek,  which  contains  a  first-place  vowel,  should  be  written 
above  the  line,  and  make,  containing  a  second-place  vowel,  should 
rest  upon  the  line.     By  observing  this  rule  of  position,  a  large  num- 
ber of  words  may  be  written  and  read  by  the  practised  Phonogra- 
pher,  without  the  insertion  of  a  single  vowel. 

105.  There  are  two  instances  in  which  the  rule  must  not  be 
applied.     Any  should  be  written  ABOVE   the  line,  although  its  ac- 
cented vowel  is  No.  2,  in  order  that  when  the  vowels  are  omitted,  it 
may  not  be  mistaken  for  no,  a  word  of  opposite  meaning,  and  repre- 
sented by  n  ON  the  line.     Men,  should  be  written  above  the  line,  and 
man  on  the  line,  that  when  left  unvocalizcd  the  position  may  deter- 
mine the  word;  thus,  '    ^  men,  ^—  ^  man. 


|te>  zeroise. 


.57 


\ 


V_     ' 


r     \ 


r 


\ 


r 


x  • 


/  .  y 


11     L- 


i*  i  4  IY  Inc     BPrii  \ :  iple 

'    «        •          b      dft 


15         J- 


r  ^ 
<:  c, 
•>»  r 


i1'     •" 


'r°         .c 

^  r. 


1          v 


Nr 


>i-  : 


THE   HALVING    PRINCIPLE.  59 


THE   HALVING  PRINCIPLE. 

10G.  A  method  of  representing  the  past  tenses  of  verbs,  as  well  as 
the  frequent  recurrence  of  t  and  d,  in  other  cases,  has  been  provided 
by  the  author  of  the  Phonographic  system,  which  is  as  useful  as  it  is 
beautiful. 

107.  By  halving  any  of  the  single,  double,  or  treble  consonants, 
t  or  d  is  added,  according  as  the  consonant  is  light  or  heavy;  t  being 
added  when  the  consonant  is  light,  aud  d  when  it  is  heavy.     See 
page  58. 

108.  W  "\      f  •>•',   <• '  fiy,  and  /* — N  mp,  are  not  halved. 

109.  A  vowel  before  a  half-sized  consonant  is  read  before  both  let- 
ters.    See  line  3.     A  vowel  after  a  half-sized  consonant  is  read  next 
to  the  primary  letter,  whether  singles  double,  or  treble,  but  before  the 
added  t  or  d.     See  lines  5  aud  6. 

110.  Lt     f~    should  be  written  upward,  and  Id  f~    in  the  down- 
ward direction,  and  vocalized  from  the  point  whence  they  are  com- 
menced.    See  lines  7  aud  8.     Tld  is  written  thus,   f 

111.  D  is  added  to  both  light  and  heavy  letters,  to  form  the  past 
tense  of  verbs.     See  lines  9  to  11. 

112.  The  w  hook,  the  n  hook,  and  the  tion  hook  letters  represent, 
when  halved,  the  addition  of  both  t  and  d;  thus, 

£  is  wit  and  iclcl;   ^     icrt,  wrd;     <r^   wmt,  wmd;    *-s  tent,  wnd. 
/-^    is  mnt,  or  mnd,      f  Int.  Ind,     _o  k  tioned,  etc.    See  line  12. 

113.  "When  it  is  required  to  express  au  added  d  at  the  end  of  a 
half  length  letter  ending  with  an  n  or  tion  hook,  the  hook  may  be 
thickened.    See  line  13;  this,  however,  is  seldom  necessary. 

114.  The  advanced  Phonographer  may,  with  little  or  no  sacrifice 
of  legibility,  use  a  half-sized  letter  to  represent  either  an  added  t  or 
d.     See  line  14. 

115.  A  full-sized  and  half-sized  consonant,  or  two  half-sized  con- 
sonants, must  not  be  joined  except  they  form  an  angle  at  the  point 
of  union.     See  line  15. 


60  LOOPS    FOR    ST    AXD    STR. 


LOOPS   FOR  ST  AND  STR. 

116.  The  combination  st  is  conveniently  expressed  by  a  loop,  made 
about  one-half  as  long  as  the  stroke  consonant  to  which  it  is  attached. 
See  page  61,  lines  1  to  4. 

117.  The  loop  is  vocalized  in  the  same  manner  as  the  circle  s;  it  is 
read  first  when  it  commences  a  word,  and  last  when  it  terminates 
one. 

118.  This  loop  is  used  only  as  initial  or  final,  except  after    1  t> 
j  d,   /  ch,    /  j,    ^  /,     ^    v.     See  line  5. 

119.  A  larger  loop  or  oval,  represents  the  treble  consonant  str. 
See  line  6. 

120.  These  loops  may  be  added  to  the  straight  letters  of  the  pr 
series  of  consonants,  and  to  the  n  hook.     See  line  7. 

121.  A  final  s  may  be  added  by  continuing  the  stroke  of  the  loop. 
See  line  8. 

122.  The  str  loop  should  not  be  used  at  the  beginning  of  a  word. 


FINAL  HOOK  FOR  S-TION. 

123.  A  hook  made  by  continuing  the  a  circle  to  the  other  side  of 
the  consonant,  adds  -tion  or  -sion. 

124.  The  hook  -tion  may  be  vocalized  for  a  first  or  second-place 
vowel  only,  by  writing  the  vowel-sign  before  the  hook  for  a  first- 
place  vowel,  and  after  it  for  a  second-place  vowel.     See  line  9. 

125.  This  hook  may  also  follow  a  consonant  of  the  pns  series.  See 
line  10. 

126.  The  circle  a  or  z  may  be  added  to  this  back  hook,  and  it 
may,  occasionally,  be  used  in  the  middle  of  a  word.     See  line  11. 

THE  LENGTHENED  CURVE,  ADDING  THE. 

127.  When  a  curved  consonant  is  written  twice  its  usual  length, 
it  expresses  the  addition  of  the  heavy  thr.     See  lines  12  and  13. 


xer  ci  s  e    on    st    a.ncl  an- 


V" 


^       ^-     ^p        /"°- 
x=\      J  ^         _; 

\3=>  ^*&  ^^'ia  — #^ 

Ml  4? 

nek    for 

.fa.  c-'  i\- 

%>      V      % 


I 


x  ei-  ei^e    + 


r 


\ 


r 


^      \,          o  j^  __  - 

t,       i  •  <r 


~ 


>    \   .    Us, 


\  >  -  \  -^  '!  ; 


\ 


<7  ^    C   .^ 
^1'    .    tl 


V    '    "\    ""  </  ' 

^     T,     ,  r^r-7     - 


j       V         ^        ,        C.     K 

-   ^_.  r ,  x 


N-HOOK    GRAMMALOGUES,    ETC.  63 


GRAMMALOGUES,  ETC. 
\    upon  — =»  can  f*  alone 

\    been  — -s  again  ^_^  opinion* 

I     done  V^  phonography     Tion  HOOK 

/  general-ly  i       then  \.     objection 


WRITING    EXERCISE. 

The  figures  refer  to  the  paragraph  where  the  correct  mode  of 
writing  is  explained.  Words  printed  in  italics  are  Grammalogues, 

TIME  will  bring"  the  Summer,  when  briars148  will  have  leaves  as 
well  as  thorns,83  and  be  as  sweet48  as  they  are  sharp.1-" 

The  condition67  of  man*"  in  the  life  to  come,  bears  a  precise  rela- 
tion*8 to  his93  state'16  in  this  life;  and  we  may  easily  judge,  by 
what  we  nowfSt  are,  and  by  what  we  nowfet  do,  how  it  shall  be 
with  us  in  the  life  to  come. 

A  man  can  no  more  believe  with  another127  man's84  faith,  than  he63 
can  satisfy  his  hunger  by  seeing  another127  man  eat. 

A  hypocrite  is  one  wlio  steals116  the  livery  of  heaven,82  to  serve  the 
devil70  in. 

Each  day  brings00  its  labor,  and  happy63  is  he  who  loves  his  duty 
too  well  to  neglect  it. 

He  is  a  wise101  man  who  strives74  to  correct131  his  errors. 

We  suffer  more  from,  auger  and  grief,  than  from  the  very  things 
for  which  wu  auger  and  grieve. 

To  be  a  man,  is  a  character  of  more  original  dignity,  than  to 
be  a  king;99  the  former73  is  a  distinction88  of  God's  making;99  the 
latter  of  man's. 

When  a  man  owns  that  he  has  been  in  the  wrong,  he  is  but  telling 
you  that  he  is  wiser101  than  he  was. 


64  L  AND   R   HOOK    GKAMMALOGUES. 

L  AND  R  HOOK  GRAMMALOGUES. 
(  call 


difficult-y          )    the" 
\^  re-member  <= —  care  J)  sure 

\   able  ^  full  ^  pleasure 

f   won  «M«.  <-.  j=* 

truth        ^N  every         <5»^  nor* 
I  dear         J  three 

VOCALIZATION  OF  DOUBLE  CONSONANTS. 

128.  When  it  is  required  to  express  a  vowel  between  the  two  let- 
ters of  one  of  the  pr  or  pi  series  of  consonants,  it  may  be  written 
thus:  For  the  long  vowels,  1,  2,  3,  write  &small  circle,  placing  it  be- 
fore the  consonant,  in  the  position  of  the  simple  vowel.     See  p.  74 

129.  The  short  vowels,  1,  2,  3,  are  expressed,  under  the  same  cir- 
cumstances, by  a  small  circle  placed  after  tbe  consonant.  See  line  11. 

130.  When  the  position  of  the  consonants  renders  it  inconvenient 
to  observe  this  rule,  the  circle  may  be  written  on  either  side,  for 
either  a  long  or  a  short  vowel. 

131.  The  stroke  vowels,  Nos.  4,  5,  6,  are  struck   through  the 
double  consonant.     See  line  12. 

132.  When  an  initial  hook  or  circle  would  interfere  with  a  first- 
place  vowel,  or  a  final  hook  or  circle  with  a  third-place  vowel,  the 
vowel-sign  may  be  written  at  the  commencement  or  end  of  the  con- 
sonant.    See  line  13. 

133.  This  principle  secures  brief  and  convenient  forms  for  many 
•words  that  would  otherwise  have  to  be  written  at  greater  length  with 
the  single  consonants  ;  but  as  a  rule  the  pi  aud  pr  series  of  double 
consonants  should  be  employed  for  such  words  as  contain  no  vowel 
between  the  two  consonants,  or  only  an  obscurely  sounded  one;  as  in 

pray,  fly,    lr?w,  fran,    ncrr,   proper; 

and  the  two  single  consonants  should  be  writtca  when   a  clearly 
sounded  vowel  comes  between;  as  in 

pair,  file,    loor,  fair,    revere,   prepare. 


(      1 

v 


j;  \,    (• 

v  d  I 


r  er  ei  5  e 


•   r 


L_    J 


C        ^  X 

"I  v  I. 


:       X 


•  JJ 


X 


HALF-LENGTH    GUA.MMAI.OGUES. 


67 


HALF-LENGTH    GRAMMALOGUES. 


particular-ly 
*\      £  opportunity 

o^  spirit* 

f  told 

<|  toward 

x*  child* 


according-ly 


-I 


<  gen 
I  gen 


entlemen 
entleman 


<  quite 
—      \  could 

c_      called* 


cannot 
account 

good 
e—      great 
V»     after 

(      thought* 

,      t    that 
'      I    without 

)      establish-ment 


$     short* 

-  { 


Lord 
word 


immediate-ly 
made 


might* 

$  not 

nature 

went 

wont 

under 
world 


jw, 

I    W( 


WRITING    EXERCISE. 

God  ha,?*  often"  a,  great  share  in  a  little  house/3  and  a  little  share 
in  a  great  one. 

A  man11"  of  a  cultivated  mind  ''"  is  led  into  a  great  many  plea- 
sures which  the  vulgar31  are  not  capable  of  receiving;  he"3  can  con- 
verse with  a  picture,  and  find1'-*  an  agreeable  companion98  in  a 
statue. 

Though  we  travel  the  world  over  to  find  "  the  beautiful,  we  must11' 
carry149  it  with  us61  or  we  find  it  not. 

Make  truth  credible,  and  children  will  believe  it ;  make  good- 
ness138  lovely.  a«<3?they  will  love  it;  make  holiness  cheerful,128 and 
they  will  be  glad  w  in  it. 

A  gentleman  is  one  who  combines83  a  woman's  tenderness  with  a 
man's84  courage. 

The  parent  who  would  train  up  a  child  in  the  way  he81  should  go, 
must116  go  in  the  way  he  would  train  up  his  child. 

He  who  will  not  reason  is  a  bigot;  he  who  cannot,  is  a  fool;  and 
he  who  dares  not,  is  a  slave. 

No  man  can  be  sound100  in  his  faith,  who  is  unsound  in  his  morals. 

To  be  swift  °3  to  hear  and  slow  to  speak,  is  an  evidence'06  that  a 
man  loves  truth,  and  opens83  his  heart  to  receive  it;  but  to  be  swift  to 
speak  and  slow  to  hear,  is  an  evidence  that  he  loves  his  own  opinion 
more  than  truth. 


68  PREFIXES    AND    AFFIXES. 


PREFIXES  AM)  AFFIXES. 

134.  The  prefixes  and  affixes  on  the  opposite  page,  are  represented 
by  the  contractions  placed  to  them.     They  should  be  written  near 
the  remainder  of  the  word,  but  not  joined. 

135.  It  is  allowable  to  write  syllables  of  similar  sound  to  any 
given  prefix,  by  the  sign  provided.     For  instance,  s ^  may  repre- 
sent incum,  as  in  incumbent,  as  well  as  inconi,  and  incon.     The  half- 
length  ^  may  represent  enter,  as  in  enterprise,  as  well  as  inter  and 
intro. 

136.  In  a  few  cases,  one  sign  is  allowed  to  represent  two  prefixes, 
or  affixes,  of  different  sonud  and  meaning.     The  circle  o  represents 
circum,  as  in  circum&ttmce,  circumspect,  etc.,  and  also  self,  as  in  self. 
ish,  selfhood,  etc. ;  but  no  difficulty  can  arise  in  reading,  because  both 
prefixes  or  affixes  never  occur  joined  to  the  same  word. 

137.  Occasionally  it  is  as  brief  to  join  the  affix,  and  vocalize  it; 
especially  in  the  termination  Jy. 

138.  A  logogram  may  be  used  as  a  prefix,  or  affix.     Thus  V.  after 
may  form  the  prefix  for  afternoon,  afterward;  and  the  affix  for 
hereafter. 

139.  The  PEEFIX  IN,  may  be  expressed   before  straight   donble 
consonants  of  the  pr  series,  as  in  t'jutruction,  iwjcribe,  inspiration,  etc. 
by  a  back  hook.     See  line  10. 

140.  THE  TERMINATION  L-TY,  R-TV.     Any  consonant  when  dis- 
joined from  that  which  precedes  it,  expresses  thereby  the  addition  of 
l-ty,  or  r-ty,  with  any  vowel  before  or  after  the  I  or  r.     See  carnal- 
ity, formality,  instrumentality,  probability;  barbarity,  popularity, 
vulgarity,  peculiarity ,     See  line  12,  on  the  opposite  page. 


WRITING    EXERCISE. 

Contain,  contrive,  construe,  complying,  constraining,  circumstance, 
circumvent,  circumspect,  discompose,  discontinue,  interlay,  introduc- 
tion, introduce,  iuterpage,  magnify,  magnanimity,  magnitude,  recom- 
mend, recognize,  reconcile,  selfish,  selfhood,  unconfined,  instruct, 
instructive,  inscribe,  inspiration. 

Heavenly,  hourly,  openly,  thyself,  myself,  himself,  ourselves,  them- 
selves, friendship,  barbarity,  vulgarity,  similarity,  principality,  pros- 
perity, dexterity,  sterility,  futurity. 


J^>     P-       =)  •        T     t^£  j'*"7      9 
,-ZAT  >eiixe/     and    Jffcitixe/  + 


r-^ 


discora,  decora 


I  ^*^  "\    "*t 

I         ^.i        v_xi'        ^v          ^^f        «^'p        • K 

uitro, inter        .  L         L^       V         v-"          L 


ma  p'n.i 

rO 


on  Z/ 


•^  ^ 

~*  >-  ^ 

^\  ^  0^\^ 

Xf  /s"  < 

/^  X*  -c^5 


. 


RULES   FOR    WRITING    L   AND   K.  71 


RULES  FOR  WRITING  L  AND  K 

INITIAL  L.  141.  "When  I  is  the  first  consonant  iu  a  word,  and  is 
followed  by  k  or  m,  or  any  of  their  compounds,  use  the 
upward  ?,  if  it  commences,  and  the  down-stroke  if  the 
vowel  commences  the  word.  See  lines  1  and  2. 

142.  In  other  cases  use  the  upward  or  downward  I,  as 
may  be  most  convenient. 

FINAL  L.  143.  After/,  v,  r  (upward),  write  the  I  downward  when 
it  terminates  the  word,  and  upward  when  the  vowel  is 
final.  See  lines  3  and  4. 

144.  When  /  follows  any  other  consonant,  write  it  up- 
ward or  downward,  as  is  most  convenient. 

INITIAL  R.  145.  When  r  is  the  first  or  only  consonant  in  a  word, 
and  is  preceded  by  a  vowel,  write  the  downward,  or  al- 
phabetic form.  This  rule  applies  if  the  circle  s  precedes 
or  follows  the  r.  See  lines  5  and  G.  This  rule  is  not  ob- 
served in  writing  such  words  as  earth,  arch,  serve,  ariyhl, 
artist,  &c.,  as  awkward  forms  would  result.  See  line  7. 

14G.  When  the  letter  r  is  the  first,  or  only  conso- 
nant iu  a  word,  and  is  followed  by  a  vowel,  write  the 
upward  stroke.  This  rule  applies  if  the  circle  s  precedes 
or  follows  the  r.  See  lines  8  and  I). 

147.  When  r  is  followed  by  m,  or  any  of  its  com- 
pounds, as  in  Rome,  Roman,  remained,  room,  etc.,  use  the 
downward  r.  See  line  10. 

FINAL  R.  148.  When  r  terminates  a  word,  use  the  down-stroke. 
See  line  11. 

149.  When  r  is  the  last  consonant  in  a  word,  and  is 
followed  by  a  vowel,  use  the  up-stroke.     See  line  12. 

150.  After  y,  v,  th,  and  m,  the  up-stroke  should  be  used 
in  all  cases.     See  line  13. 

151.  When  r  follows  two  descending  letters,  as  in 
future,  prepare,  etc.,  it  should  be  written  upward. 

152.  R,  r  at  the  end  of  words,  as  in  superior,  inferior, 
etc.,  is  written  with  the  upward  r  repeated.     See  line  14. 

153.  By  observing  these  rules,  the  insertion  of  vowels 
in  this  class  of  words  is  rendered  almost  unnecessary. 


72  SPECIAL   RULES    FOR    WRITING. 


SPECIAL  RULES  FOR  WRITING. 

154.  Two  VOWELS. — When  two  vowels  occur   either   before  or 
after  a  single  consonant,  that  vowel  should  be  written  nearest  to  the 
consonant  which   is   sounded   nearest  to  it.     See  iota,  idea,  line  1. 
When  two  vowels  occur  between  two  consonants,  one  is  placed  to  each. 
See  diary,  tiara,  towel,  fuel,  etc.,  line  1. 

155.  JOINED  VOWELS. — Occasionally,  the  diphthongs  of  the  first 
and  third  positions  may  be  joined  to  the  consonant  to  which  they  have 
to  be  placed.     See  lines  2  and  3. 

156.  STROKE  AND~  CIRCLE  S. — Words  that  contain  no  other  con- 
sonants than  ss,  are  written  thus;     J  for  ss,  and    J    for  sz.     The 
former  may  then  be  vocalized  into  cease,  sauce,  uses,  etc.,  and  the 
latter  into  seize,  size,  etc.     The  stroke     J   s,  for  see,  say,  saw,  etc., 
should  not  be  changed  for  sees,  says,  etc.,  but  merely  have  an  added 
circle.     See  line  4. 

157.  VOCALIZING  THE  LARGE  CIRCLE. — The  large  circle  ss  may 
be  considered  to  represent  the  syllable  sez  or  sex.     It  may  be  vocal- 
ized to  express  the  short  i  or  n,  by  placing  the  vowel-sign  within  the 
circle.     See  line  5.     But  the  insertion  of  the  vowel  is  not  necessaiy 
for  legibility.     The  other  simple  vowels  are  of  very  rare  occurrence 
between  s-s.     A  diphthong  may  occasionally  be  inserted  in  a  large 
circle;  see  precisely,  persuasive,   exercise,  line  5;  but  no  distinc- 
tion can  then  be  made  between  we,  tea,  tcah.     The  large  circle  st 
cannot  be  added  to  a  hook,  or  to  a  half-sized  consonant. 

158.  VOCALIZATION  OF  HALF-LENGTH  CONSONANTS. — When  the 
circle  s  is  placed  after  a  half-sized  consonant,  it  must  be  read  after 
the  t  or  d  added  to  the  primary  consonant,  because  the  s  is  added  to 
the  consonant  after  it  has  been  halved.     See  pat,  pats,  net,  nets, 
etc.,  line  6.     No  vowel  can  be  inserted  after  the  t  or  d  added  by 
halving;  thus  into,  unto,  etc.,  cannot  be  written  with  the  half-length 
»,  because  the  vowel,  and  not  the  t  is  final. 

159.  PAST  TENSE. — The  past  tense  of  a  verb  ending  with  the 
sound  of  ted,  or  ded,  is  written  as  in  line  7. 

160.  Words  that  end  with  the  sound  of  s,  should  be  written  in  the 

past  tense  with  [  zd,  rather  than  with  the  heavy  loop  zd.  See  line  8. 


u    i 


$/•  p  e  ci  a 

r  12- 

1  "L: 

>/        L 

2        )•  }• 


L]     ^Jv.  -ile  2     . 

V3 


e        \- 


7      Vi      ..31. 

a          r-f        M 


>-1 


r  r 

I  v/  U 

j     n  ;o 

-f    --P  -f 


ir 


X 


V 


..V:D...        ^  ^ 

—1          v^ 

<x:  , .  \'  '  v/ 

^r     T     ^ 
/*=>  /? 

,  .      Xv     ^A. 


> .  -^ 


> 


";in  ciu  ati  on  ,   etc. 


2)  ash 


o    1         1- 


CONTRACTIONS,   ETC.  75 


CONTRACTIONS,  ETC. 

161.  The  peculiar  features  which  distinguish  Phonography  are,  its 
brevity,  its  legibility,  and  its  philosophic  accuracy.     The  first  and 
second  requisites  are  attained  without  the  sacrifice  of  either;  but  in 
the  proportion  iu  which  brevity  is  secured,  strict  accuracy  can  only  be 
approximated.     Considerable  license  is,  therefore,  permitted  to  the 
Phonographic  student,  iu  writing  the  unaccented  syllables  of  words, 
more  especially  where  the  pi  and  pr  series  of  double  consonants  are 
employed;  thus,   N^    pi,  may  be  used  for  the  second  syllable  of 

apple,  as  well  as  of  chapel;  \^  bl,  for  table,  as  well  as  libel;  <= kl, 

for  tackle,  as  well  as  vocal;  ^ — '  nr,  for  the  second  syllable  of  inner, 
as  well  as  of  Jionor.     In  these,  and  similar  cases,  strict  accuracy  may 
be  dispensed  with,  in  order  that  greater  brevity  may  be  attained. 

162.  Z  CIRCLE. — The  logograms  that  represent  is  and  as,  and 
words  that  end  with  the  sound  of  z,  as  tease,  cause,  etc.,  may  be 
written  with  a  light  circle,  as  it  would  be  troublesome  in  ordinary 
writing,  to  make  the  circle  heavy.     Where  precision  is  needed,  to 
avoid  ambiguity,  the  circle  may  be  thickened. 

163.  When  P  occurs  between  m  and  t,  and  K  between  ng  and  s, 
or  z,  or  between  ng  and  sh,  (the  p  and  k  being  organically  inserted  in 
speech,  in  passing  to  the  next  consonant,)  these  letters  may  be  omit- 
ted.    See  attempt,  thumped,  stamped;  anxiety,  anxious,  sanction, 
distinction,  line  1. 

164.  In  cases  where  t  conies  between  *  and  another  consonant,  the 
t  may  frequently  be  omitted  without  detriment  to  legibility.     See 
postboy,  postpone,  postage,  restless,  mistake,  etc.,  line  2. 

165.  TICK  The. — The  being  the  most  frequent  word  in  the  Eng- 
lish language,  it  is  convenient  to  have  a  means  of  writing  it  without 
lifting  the  pen.     It  is  expressed  by  elongating  the    dot  the  into  a 
short  slanting  stroke,  which  may  be  written  upward  or  downward,  as 
most  convenient.     See  line  3. 

166.  The  half-length  st  or  zd,  at  the  end  of  a  few  words,  such  as 
exercised,  elocutionist,  etc.,  may  be  struck  upward.    See  line  4. 


76  PUNCTUATION,   ETC. 


PUNCTUATION,  ETC. 

167.  STOPS  should  be  written  in  the  usual  way,  except  the  period, 
for  which  a  small  cross  is  used;  thus —  .  comma,  ;  semicolon,  :  colon, 
x  period.     For  other  marks,  see  the  preceding  page.  The  note  of  in- 
terrogation   is  placed  before    the  sentence; — an  evident  advantage, 
especially  when  reading  aloud. 

168.  EMPHASIS  is  marked  as  in  longhand,  by  drawing  one,  two,  or 
more  lines  underneath;  a  single  line  under  a  single  word  must  be 
made  wave-like,  to  prevent  its  being  mistaken  for  the  consonant  k. 

169.  CAPITALS  are  marked,  when  necessary,  by  two  short  lines; 
thus,  =    placed  below  the  word. 

170.  FIGURES  are  best  written  with  the  ordinary  numerals.  Their 
distinctive  character  renders  them  conspicuous  amongst  the  Phono- 
graphic writing; — a  great  advantage  when  notes  have  to  be  frequently 
referred  to.     One,  two,  and  three,  being  gramnialogues,  are  repre- 
sented by  "? '  one,     \      two,     \    three.     When  one  and  six  are 

•written  independently  of  other  figures,  they  should  be  formed  thus, 
/  6  that  they  may  not  be  mistaken  for  shorthand  characters. 

171.  NOMINAL  CONSONANT. — It  is  sometimes  necessary  to  express 
one  or  more  vowels  or  diphthongs,  without  a  consonant;  as,  for  in- 
stance, when  initials  have  to  be  written.     In  this  case  I  may  be  em- 
ployed as  an  outline,  having  no  specific  valne,  to  which  the  vowels 
may  be  placed. 

172.  THE  FIRST  STYLE   OF   PHONOGRAPHY. — The  principles  of 
abbreviation  and  contraction,  thus  far  explained  in  this  treatise,  are  all 
that  legitimately  belong  to  the  First  or  Corresponding  Style  of  Pho- 
nography.    In  the  Second  or  Reporting  Style,  which  is  fully  elabo- 
rated in  the  "Repoiter's  Manual  and  Vocabulary,"  additional  prin- 
ciples of  abbreviation  are  introduced,  but  they  should  be  sparingly 
nsed,  until  the  student  has  a  perfect  familiarity  with  the  First  Styje. 

173.  An  exception  to  the  limits  of  the  First  Style  is  made,  in  in- 
troducing in  ordinary  correspondence,  and  in  the  pages  of  the  "  Pho- 
nographic Magazine,"  the  simpler  phraseography  of  the  Reporting 
Style.     The  joining  of  snch  frequently  recurring  phrases  as  /  have, 
I  am,  we  have,  it  is,  it  was,  etc.  etc.,  is  a  great  saving  of  time,  with- 
out any  sacrifice  of  legibility. 


TABLES, 


Pages  78  and  79,  present  the  Phonographic  system  in  Tabular  form. 
Until  the  student  is  familiar  with  the  alphabet  of 
single  and  double  consonants,  etc.,  he  will  fiiid  it  an 
advantage  when  writing  his  exercises,  to  have  these 
pages  opeu  before  him  for  reference.  The  proximity 
of  the  tables  of  grammalogues  aud  contractions  will 
be  found  a  convenience. 

Pages  80  and  81,  contain  an  Alphabetic  arrangement  of  the  Gram- 
malogues of  the  First  Style  of  Phonography,  for  refer- 
ence. They  should  be  committed  to  memory  in 
groups  according  to  their  classification,  as  given  on 
pages  52,  55,  56,  &c. 

Pages  82  aud  83,  eontaiu  a  list  of  words  of  frequent  occurrence  which 
would  be  likely  to  present  some  difficulty  to  the  stu- 
dent; and  words  that  are  written  in  a  manner 
differing  from  that  which  the  student  would  in  all 
probability  select,  but  which  experience  has  dictated 
to  be  the  best. 

Pages  84  and  85.  THE  FIRST  COLUMNS  of  each  of  these  pages  contain 
abbreviated  modes  of  writing  words  of  frequent 
occurrence. 

THE  SECOND  COLUMNS  introduce  a  selection  of 
simple  phrases,  which  are  written  without  lifting  the 
pen.  and  which,  though  properly  belonging  to  the  Re- 
porting, may  be  safely  used  in  the  Corresponding 
style. 

THE  THIRD  COLUMNS  contain  a  selection  of  the  most 
frequently  recurring  grammalogues  of  the  Keporting 
style.  They  should  not  be  introduced  till  the  stu- 
dent has  thoroughly  familiarized  himself  with  the 
Corresponding  style.  The  mode  of  using  them  is  ex- 
plained on  pages  90  and  91. 


TABLE  OF  VOWELS,  DIPHTHONGS,  ETC, 

VOWELS. 
Long. 

Short. 

1.       E 

eel 

i 

m 

2.       A 

ale 

e 

ell 

3       AH 

alms 

a 

am 

4,      ATJ 
5.       0 

- 

dl 

ope 

0 

u 

1 

H 

olive 
up 

G.      00 

food 

00 

„ 

foot 

DIPHTHONGS.  —  I 

tsle,  AI     1    aye,    01  A 

oil,     OU 

A 

owl. 

TRIPHTHONGS.  —  WI  Ll    wine,  WOI  n     q?«nt,     WOW 

tcoimd.. 

DOUBLE  LETTERS  OF  THE  W 

SERIES. 

WE 

c 

we 

wi 

c 

wit 

WA 

c 

way 

we 

c 

wet 

WAH 

c 

qualm 

wa 

, 

wag 

WAU 

wall 

wo 

was 

WO 

' 

woke 

wu 

7 

one 

WOO 

3 

wooed 

• 
woo 

» 

3 

wood 

YE 

V 

* 

yi 

w 

* 

YA 

- 

yea 

ye 

" 

yet 

YAH 

w 

yahoo 

ya 

yam 

YAU 

* 

yaura 

yo 

yon 

YO 

yoke 

yu 

- 

y~f 

YOO 

- 

you 

yoo 

" 

* 

78 


TABLE  OF  SINGLE  AND  DOUBLE  CONSONANTS, 

p 

\ 

<^ 

PR           \ 

"         \ 

PT          \ 

B 

\ 

BL       *\ 

BR           N^ 

BN         \ 

BD          \ 

T 
D 

1 

TL 
DL 

TR 
DR 

TN           J 
DX           J 

TT            | 
DD            | 

CH 

X 

CHL     X 

CHR     X* 

CHN    tX 

CHT       / 

J 

/ 

JL        X7 

JR         / 

JN        X 

JD          / 

K 

— 

KL      c  

KR      <=  

KN       => 

KT 

0 

— 

GL      C  

GR      C  

GX     -^ 

GD         

F 

^ 

FL        ^ 

FR        ^ 

FN        V^ 

FT          ^ 

V 

J 

VL        ^ 

VR        ^ 

VN         ^ 

VD         V. 

TH 

TH 
S 
Z 
SH 

| 

THL       ( 
THL       ( 

S      o 
Z      ° 

SHL          J 

THR        J 
THR        J 

8T           O 

THN       ( 
THN       / 
SN           J 
ZN           ) 
SHN          >/ 

THT        ( 
THD       ( 
ST           ) 
ZD           ) 
SHT       J 

SHR           9 

ZH 
L 
R 

r 

ZHL    ^ 

ZHR     9 
WL       /*" 
\VR      ^X 

ZHN    ^X 
LN        /^* 

f^x^ 

ZHD       J 
LT   f   LD    f 
RT  >  RD  "^ 

R      X 

M 

^ 

IRREGULARS 

WM    <r~~~- 

MN     -^~^ 

MT^MD-s 

N 
NG 

— 

MP      -  N 
MR     d  —  - 

WN     "5  -- 

yy    •-.  —  ? 

NGN   ^-? 

NT  v-x  ND  «»- 

79 


GRAMMALOGUES, 

Words  marked  with  a  (*)  are  written  above  the  line. 

. 

A 

=— 

care 

^ 

him 

- 

according-ly* 



come 

A 

how 

f» 

account 

— 

could 

V 

I* 

/ 

advantage 

1 

dear 

- 

immediate-ly* 

k* 

after 

«— 

difficult-y 

*•** 

important* 

—3 

again 

1 

do 

<r* 

improve-ment 

N 

all* 

J 

done 

— 

in* 

r 

alone 

) 

establish^,,,, 

o 

is* 

\ 

already* 

*> 

every 

it 

- 

an 

0 

first 

— 

kingdom* 

• 

and 

V. 

for 

^ 

language 

"^ 

are 

^ 

from 

•^ 

Lord* 

O 

as 

n 

full 

N 

member 

\ 

be 

(S 

general-ly 

r> 

might* 

\ 

been 

(/ 

gentleman 

^ 

more 

r\ 

beyond* 

(/ 

gentlemen* 

s-^ 

Mr.* 

1 

bnt 

— 

give-n* 

r^ 

my,  me* 

c  

call* 

— 

God* 

— 

nature 

^~ 

called* 

— 

good 

%-^ 

no 

—  => 

can 

^- 

great 

v-x 

not* 

"^ 

cannot* 

v 

have 

*-" 

nor* 

80 


GEAMMALOGUES.                                                     81 

N 

object 
objection 

J 
f 

sure 
tell,  till 

c 

(T 

we* 
well 

\ 

of* 

( 

that* 

^ 

went* 

• 

oh 

. 

the* 

c 

were 

/ 

on* 

( 

them 

3 

what* 

<^ 

one 

( 

then 

<^ 

when* 

v-* 

opinion* 

Cv 

the™ 

s 

where 

\ 

opportunity 

^ 

thing* 

/ 

which 

i 

or* 

( 

tliiuk 

L 

'.vLile 

X 

ought* 

X) 

this 

' 

who 

\ 

particular-ly* 

( 

thought* 

L 

why* 

V, 

Phonography 

C\ 

three 

r 

will 

J 

pleasure 

\ 

to 

c 

with* 

\ 

princip^'7 



together 

( 

without 

— 

quite* 

r 

told 

^ 

wont 

<r^ 

remark* 

i 

toward 

1 

word 

N 

remember 

1 

truth 

</ 

world 

J 

shall-t 

\ 

two 

3 

would 

j> 

short* 

^ 

under 

u 

.ye* 

/ 

should 

\ 

up 

v 

yet 

) 

so 

\ 

upon 

" 

you 

<\ 

spirit* 

^ 

usual-ly 

r 

your 

v 

subject 

) 

was 

( 

yours 

^ 

subjection 

2 

way 

T9 

child* 

•WORDS  OF  COMMOX  OCCURRENCE  THAT  ADMIT  OF  BEINO  WRITTEN  IK  TWO 
OR   MORE  WAIS,   ONE   OSLT    OF  WHICH   13   ADMISSIBLE. 

Accordance 
Afterward 
Also 

Habit 
Head 
However 

Reward 
Saying 
Science 

Always 
America 
American 

Indebted 
Individual 
Intellect 

Scientific 
Seeing 
Sensible 

Article 
Beautiful 
Before 

Intend 
Intended 
Jesus 

Separate 
Separated 
Separation 

Being 
Better 
Between 

Kindred 
Learn 
Learned  (adj.) 

Simple 
Situation 
Social 

Birth 
Certainly 
Collect 

Learned  (part.) 
Likely 
Little 

Something 
Sometimes 
Sorrow 

Consequence 
Consequent 
Concerned 

Long 
Middle 
Misses 

Splendid 
Suite 
Statement 

Consist 
Consistent 
Convenience 

Moderate 
Modern 
Mrs. 

Stead 
Store 
Study 

Convenient 
Correct 
Country 

Necessarily 

Necessary 
Necessity 

Success 
Surrendered 
System 

Daughter 
Demonstrate 
Distinction 

Needless 
Nothing 
Otherwise 

Treated 
Tuition 
Turn 

Editor 
Evident 
Exercise 

Owing 
Perhaps 
Portion 

Undertake 
United  States 
Unless 

Exist 
Existed 
Existence 

Finished 
Form 
Freedom 

Frequent 
Furnished 
Genteel 

Possess 
Prepare 
Prepared 

Property 
Proportion 
Purpose 

Quality 
Rational 
Read 

Waste 
Whatever 
Whatsoever 

Whether 
Willing 
Willingly 

Wiser 
Work 
Write 

Gentle 
Greater 
Guide 

Reader 
Render 
Require 

Writing 
Written 
Yesterday 

82 


IT 


"1    ; 


C 


\ 


•1       -0 


i;      j, 


•p 

J, 


.[. 


\ 


U 


K 


«x 


,r 


s 

c 


1.        L 


x 


v 


> 
i 


-x     I 


f.          1 


\  I 

^ 

> 

v. 


CCXTRACTIO.NS.                           SlMPLJt   I'HBASIS.                  BiPOBTIRO  GXADIUALOCCU. 

About 

Are  not 

Act 

Acknowledge 

As  far  as 

Any 

Acknowledged 

As  good  as 

At,  out 

Anything 
Forward 

As  great  aa 
As  well  as 

Away 
By 

Impossible 

Could  be 

Different-ce 

Influence 

Could  not 

Doctor 

Influential 

Did  not 

Each 

Intelligence 

Do  not 

Ever 

Intelligent 

Has  been 

Had 

Interest 

Has  not 

Heard 

Knowledge 

Have  been 

Her-e 

Magazine 
Manuscript 

I  am 
I  did  not 

However 
Human 

Natural 

I  do 

If 

Never 

I  do  not 

Kind 

Nevertheless 

I  have 

Large 

New 

Is  not 

May 

Notwithstanding 

It  is 

Mind 

Now 

It  is  not 

Much 

Only 

It  is  said 

Number 

Peculiar 

It  may  be 

Other 

Phonetic  Society 

It  must  be 

Our 

Phonographer 

It  should  have 

Ourselves 

Phonographic 

Of  course 

People 

Represent 

On  account  of 

Perfect 

Representation 

On  the  contrary 

Practic;"" 

Represented 
Republic 

Ought  to  b« 
Should  be 

Put 
Satisfaction 

Several 

That  is 

Than 

Something 

There  are 

Thank 

Subjection 

They  will 

These 

Surprise 

Think  that 

Those 

Transcribe 

This  is 

Though 

Transcription 

To  be 

Through 

Transgress 

To  do 

Thus 

Understand 

We  are 

Time 

Understood 

We  have 

Union 

"Whenever 

With  which 

Us-e 

Whensoever 

You  can 

Use  (verb) 

Wheresoever 

You  may 

Value 

Wherever 

You  will 

Very 

m 


86  EXTENDED   ALPHABET. 


EXTENDED  ALPHABET. 

174.  For  the  representation  of  a  more  critical  pronunciation  of 
the  English  language,  than  is  provided  by  the  Phonographic  twelve 
vowel  scale,  an  extended  scheme  is  here  given,  by  which  the  nicer 
shades  of  pronunciation  may  be  indicated.     Suitable  signs  are  also 
provided  for  the  additional  sounds  used  in  the  French  and  German 
languages. 

175.  In  ordinary  Phonography  there  is  no  distinction  made  be- 
tween the  e  in  merry,  and  the  e  in  mercy;  between  the  a  in  dame, 
and  that  in  dare;  nor  between  the  a  in  at,  or  the  a  in  calm,  and  that 
in  ask.    In  the  mouths  of  careful  speakers,  these  words  are  differ- 
ently pronounced,  in  this  country  and  in  England;  and  in  Phonetic 
printing  the  three  additional  sounds  here  referred  to,  are  indicated  by 
appropriate  signs.    Suitable  marks  should,  therefore,  be  provided  in 
Phonography,  though  it  would  be  needless  precision  to  insist  upon 
their  constant  use,  in  ordinary  writing. 

176.  The  only  vowels  of  the  extended  scale,  recognized  in  Eng- 
lish speech,  are  Nos.  1,  2  and  9.    No.  6  is  similar  to  the  close  u, 
which  distinguishes  the  Eastern  pronunciation  of   rude,  feud,  etc. 
Vowel  No.  11,  heard  in  Fr.  homme,  trop,  etc.,  provides  for  the  brief  o 
heard  in  the  New  England  pronunciation  of  stone,  whole,  etc. 

177.  The  French  nasal  sounds,  represented  by  in,  en,  em,  an,  un, 
on,  and  heard  in  vin,  No.  13;  temps,  No.  14;  un,  No.  15;  font,  No. 
16,  are  pure  vowels,  but  pronounced  through  the  nose,  as  well  as 
through  the  mouth.     Temps,  for  instance,  contains  but  two  sounds, 
namely,  t  and  the  14th  nasal  vowel  (c,  d,  r,  s,  t,  when  terminating 
French  words,  are  generally  silent).    Enfant  contains  bat  three 
Krandsj  namely,  the  consonant/,  preceded  and  followed  by  No.  14. 

178.  The  compound  vowels,  No,  17  to  22,  it  will  be  observed,  are 
dissyllables,  while  v  in  time,  v  in  aye,  A  in  toy,  c  in  queen,  etc.,  (as 
distinct  from  oo-i  in  Louis)  are  monosyllables. 

179.  The  Scotch  guttural  in  loch,  nicht,  etc.,  and  frequent,  also,  in 
German,  Welsh,  and  other  languages,  is  represented  by  -       k,  with 
a  wave  line  through  it.     The  vocal  guttural,  as  in  seig,  is  repre- 
sented by  the  same  sign  thickened. 

180.  The  "Welsh  LI,  which  is  the  whispered  form  of  the  English 
I,  is  represented  by  f*  with  a  wave  line  struck  through  it.    Thtt 
sound  is  produced  by  placing  the  tongue  in  the  position  for  uttering 
the  English  I,  but  emitting  breath  instead  of  voice. 


87 

#*..,.:...        £              , 

ifong    Vowels.                         ^ShrtiH     Vowels. 

i 

e 

:I 

earthll.  Ic  f. 

7 

i 

ici  V. 

E 

e 

•'I 

irere  i'.  air  ]'l  . 

6 

e 

ele'T. 

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a 

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pate  "P. 

9 

a 

palte  T1  ask  E 

4 

o 

'l~ 

G-otlie    G. 

to 

5 

1 

tJoclce    C. 

S 

TO. 

•1 

deux  T. 

1. 

0 

' 

bonne  "P. 

6 

* 

,1 

ru,K. 

1? 

li 

' 

Kunste  G. 

j3&asal    Vowels'.                jDissyllabic    ^Diphthongs. 

17 

ee-i 

being1 

13 

in 

Y 

fin     pi  « 

id 

a-i 

4 

clajey 

14 

en 

•V 

en    dan  se 

19 

ali-i 

- 

15 

un 

4- 

brun 

20 

au-i 

Cauffhcy 

16 

on 

^ 

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21  " 

o-'i 

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22 

OO-l 

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Louts 

d>  orison  an  t.  5  . 

£3 

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26 

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eurth,    <T  le  T.  ,    "^N  air,    ;1_  ask  ,    ^    Go'bhe  ,  )'  ceux 
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* 


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\~^    *~\^    y 


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:    '  _>-    cati: 

^R"  •    <^-^^^>-   d'havlema  <•  n  c  .    '  ne. 

'  41^,  ^  pr,   .     x  pi,    ^         '.1         >     - 


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, 


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d_  ^*3^r-  eiicl)  . 


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\ 


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I:  v.  X 


V 


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c.sitions     of      \A»A;.  o  i*  0  p 


- 


\ 


\  (- 


i    v< 


•  V  A 

c 


L 


rV^ 


3rd..     \. 


C   -^77"^    '  /  N   ^  C 
v  X  o     »  .   s.-  v^>    Xs    . 

'    4-  ;    X    ^  \   ,    '  .X.    L 


1 


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/ 


rphth  ono'al  f*jj*-.  epr>  es  eni  a4i.  OTL  . 


ye  v 

ya  q_' 

yo  ^ 

y»  / 


-  -  u. 


J" 


.    C 


\ 


I, 


yo. 


> 

lit1  phonetic.  \1| 

hahct. 

Ian  i<_>  Vowels. 

I'  xplotl^nts. 

written          ]irintrd 

s,,inul,-(l  ;IS                   wi- 

tloi              prhilf..!   ;           .«.>iiiidrd.i.« 

/    r      1'    r 

*    in    *1         ,  /  ' 

y/'     P  p  ''•  />  in  ro//e 

//,/     !I  a 

*        ,,U-     .'/I 

/   ;  B  b     /^        ro/yc 

Lsff'la  i| 

f/         /m\\     >  ? 

/     T   t     /        fa/o 

^     ,      O   o 

ft              S/\\               / 

•f/    I)    »1     </        l'a,/e 

^   ^     (.)  o 

/.  ' 

0            <>\W         ' 

f/      0'   <;    ,//      el,// 

/"   ^     0   o 

f>O           \(>t>(\         / 

i    ft 

/    •'  .J    y     ^t'y<* 

Slum  Yowls.                \,'/i 

'/•    K   k  '/•      !.)(•/• 

\  -/  /   i  i 

6    r     K  <> 

\  f/  ' 

t            f\\         r, 
'  / 

e         ,41     K    ' 

f/       (i    o      ,/          !(),/ 
/ 

Continuants. 

'   /  //     A  a 

j. 

7        F    f    /'       sa/e 

/     r     0  o 

(>              (>(\(\         f 

/       V    v    /'        sa/'e 

,    t 

i 

////    r  ii 

n           //n       // 

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//  (f    V  n 

fw     fax    /; 

^     UI  d    ///     wreii///(. 

Shade  Vowels.              ,/ 

»y     S   s    .v        b  i  !,>•>»• 

'  ' 

/    r    v  <: 

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,  .r     Z    z      •          IJH;  : 

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/     X  J%    <"       visions 

//  //   d  d 

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Diphthong. 

Liquids. 

'  /    'I'    J 

/'         ,sl,       / 

/     LI     /        fa// 

S    f     (5  o 

•1              'S> 

01           <>(\           <  SI 

/•    II    r     /•        fo/- 

PV  k-. 

(Wr        ()II'\ 

Xasal  Liquids. 

y    /    ^  M 

//          11  !//!('    C     V 

///   M  in    ///      se.iv// 

Coalcsronl.s.             '    / 

//     N   11    //        see// 

'//      '  W    • 

y         //oa      // 
//r       //-ay 

//    U  i)    //^/       si//// 
,     Aspirate. 

" 

/     II   h    //        //ay 

hone'ti  c  jjTriiatin  v  . 


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erases. 


To  obtain  a  thorough  acquaintance  with  Phonography,  it  is  not 
aloue  sufficient  that  the  engraved  exercises  contained  in  this  work 
be  read,  and  afterwards  copied  and  re-copied  many  times ;  it  is 
necessary  that  the  student  should  write  exercises  from  the  common 
spelling,  in  order  to  test  his  familiarity  with  the  sounds  of  words, 
and  with  the  different  parts  of  the  system  involved  in  their  correct 
representation. 

These  exercises  should  be  written  in  a  Phonographic  Copy-Book, 
made  of  ruled  paper,  occasionally  using  a  pencil,  at  other  times  pen 
and  ink.  When  lessons  are  received  in  class,  a  pencil  is  commonly 
used,  while  those  exercises  which  are  written  at  home,  and  which  are 
supposed  to  be  prepared  with  greater  care,  should  be  written  with 
a  pen. 


Ex.  I. — Combination  of  Consonants. 

(See  Manual  of  Phonography,  Par.  25  to  31.) 

In  the  following  coml-imt;  >TTS  of  consonants,  the  letters  that  are 
joined  by  a  hyphen  arc  to  be  a  ;\ttcu  without  lifting  the  pen  or  pencil. 

t-k  t-m  m-k  n-k  k-n  iii-n  u-m  n-n  m-m  p-k  p-m  ch-k  ch-m 
m-1  k-1  n-1  p-1  t-1  1-n  r-m  t-m-1  t-m-k  t-m-n  m-l-n  1-t-l  1-t-m 
1-n-t. 


WRITING   EXERCISES. 


la  the  following  combinations,  the  first  letter  should  be  written 
down  to  the  line  and  the  second  below. 

p-t  b-t  t-p  t-b  f-t  f-d  v-t  t-f  ch-t  ch-p  p-ch  f-ch  f-r. 

In  the  following  combinations,  the  first  consonant  should  be  com 
menced  above  the  line ;  that  is,  sufficiently  high  to  allow  the  de- 
scending letter  to  rest  upon  the  line. 

k-t  n-t  m-t  k-p  n-p  n-v  k-v  k-f  m-f  m-v  k-ch  k-j  n-ch  m-ch 
k-t-k  k-t-m  k-t-n  n-t-1  k-t-1  k-p-1. 


Ex.  II, — Combinations  with  the  Circle  S. 

(See  Par.  32  to  34.) 

m-s  n-s  m-n-s  n-m-s  m-s-m  n-s-n  m-s-k  k-s-m  n-s-k  k-s-n 
t-s  t-m-s  t-m-n-s  p-m-s  p-m-n-s  p-l-s  p-s-1  p-s-n  t-s-n  n-s-t 
m-s-t  p-s-k  t-s-k  f-s-n  f-s-k  p-s-t  f-s-t  t-s-t  p-s-p  ch-s-t  ch-s-p 
p-s-ch  s-t  s-t-k  s-p  s-p-k  s-p-1  s-ch  s-f  s-m  s-n  s-m-t  s-n-t  s-n-f 
8-th  s-ng. 


Ex.  HI. — Combinations  with  the  Upward  K. 

(See  Par.  35  to  37.) 

t-r  p-r  m-r  f-r  k-r  ch-r  r-t  r-p  r-k  r-n  r-f  r-v  r-ch  t-m-r 
m-r-t  n-t-r  r-n-t  k-r-t  t-r-k  t-r-n  «-n-t-r  t-r-n-s  m-r-n-s  s-m-r-t 
p-s-r  r-s-p  t-s-r  m-r-s-n  t-m-s-r  t-s-m-r  m-s-r-t  m-r-s-m  r-n-s-t-r 
r-s-t-m  p-r-s-n. 


Ex.  IV.— On  the  Vowels. 

(See  Par.  31  to  43.) 

Write  the  six  long  vowels  after  the  consonants  t,  p,  k,  f,  s,  the 
downward  r,  m,  n. 


WRITING    EXERCISES. 


Write  the  six  long  vowels  before  t,  p,  k,  f,  s,  the  downward  r, 
m,  n. 

Write  the  six  long  vowels  after  the  letter  1 — (See  Par.  44.) 
Write  the  six  long  vowels  after  the  upward  r. — (See  Par.  35.) 
Write  the  six  long  vowels  before  the  downward  r. 


Ex.  V.— Simple  Words. 

(See  Par.  38  to  46.) 

It  will  be  a  great  advantage  to  the  student,  in  this  and  subsequent 
exercises  of  a  similar  character,  to  write  each  word  twice ;  first  as  a 
test  of  his  acquaintance  with  that  principle  of  the  system  involved  in 
the  word,  aud  the  second  time  to  impress  its  form  upon  the  memory. 

Me,  may,  mow,  nay,  no,  gnaw,  see,  say,  saw,  so,  tea,  toe,  too, 
day,  do,  though,  they,  thee,  eat,  ought,  oat,  ease,  owes,  eve,  aid, 
team,  take,  talk,  meek,  make,  came,  cane,  care,  name,  maim, 
mane,  meal,  mere,  more,  peer,  pear,  fear,  fair,  four,  fame,  feel, 
fail,  fall,  peel,  pail,  pole,  Paul,  keel,  coal,  call,  peat,  beat,  bought, 
boat,  bait,  feet,  feed,  fade,  peach,  beach,  peep,  sheet,  shade,  shape, 
shave,  sheep,  shore,  page,  poach,  beak,  bake. 

There  are  rules  for  determining  when  the  upward  and  when  the 
downward  1  and  r  should  be  used  in  such  words  as  peer,  pear,  feel, 
fall,  &c.,  but  at  this  stage  of  the  pupil's  progress,  it  is  immaterial 
which  he  uses,  this  being  primarily  an  exercise  on  the  vowels. 


Ex.  VI. — Words  commencing  with  S. 

(See  Par.  49  to  51.) 

Stay,  stake,  stakes,  stalk,  stalks,  speak,  spake,  spoke,  steak, 
smoke,  snake,  snakes,  seat,  sought,  soup,  soap,  seal,  sale,  soul, 
same,  seem,  seen,  sane,  soon,  safe,  save,  sear,  sore,  seed,  sowed, 
siege,  sage. 

When  words  commence  with  a  vowel  followed  by  s  or  z,  use  the 
stroke  letter. — (See  Par.  51.) 

East,  ask,  ease,  eased,  owes,  ooze,  oozed. 


WBITING    EXERCISES. 


Ex.  VII. — Words  containing  Short  Vowels. 

(See  Par.  52  to  54.) 

1st  LIGHT  DOT:  pit,  fit,  it,  mit,  knit,  bit,  mill,  fill,  pick,  stick, 
rip,  rib,  bit,  pill,  bill,  dip,  tick,  spill,  pillow, 
billow,  filly,  pity,  city,  finny,  giddy,  Guinea. 

2d  LIGHT  DOT:  met,  net,  bell,  get,  pet,  bet,  peck,  peg,  deck, 
neck,  dell,  fed,  bed,  leg,  red,  beg,  wreck,  bellow, 
fellow,  mellow,  ferry,  merry,  perry,  berry.  [The 
student  will  bear  in  mind  that  the  second-place 
vowel  in  these  words,  is  to  be  written  not  after  the 
first  consonant,  but  before  the  second.] 

3d  LIGHT  DOT:  cat,  mat,  fat,  pat,  rat,  rag,  tack,  pack,  back,  bag, 
rack,  lack,  lag,  nag,  gnat,  catch,  match,  valley, 
fallow,  marrow,  carry,  tarry,  parry,  marry.  [The 
third-place  vowels  are  written  before  the  second 
consonant.] 

1st  LIGHT  DASH:  cot,  lot,  log,  got,  rot,  rob,  rock,  lock,  dock,  dog, 
bog,  knock,  fog,  loll,  top,  doll,  cob,  nod,  pot, 
folly,  volley,  Polly,  body,  socket,  rocket,  morrow, 

foggy- 

2d  LIGHT  DASH:  cut,  nut,  rut,  rub,  sun,  some,  rut,  duck,  cub, 
luck,  tub,  love,  cuff,  buck,  buff,  ruff,  bud,  lucky, 
sunny,  funny,  money,  gully,  ruddy,  fusty. 

3d  LIGHT  DASH:  pull,  full,  put,  foot,  book,  rook,  look,  took,  nook, 
pully,  pullet,  bully,  bullet,  fully. 


Ex.  VIII. — Words  containing  Third-place  Vowels. 

(See  Par.  55,  c.) 

Long  Voweh. — Food,  move,  mood,  boom,  pool,  rood,  calm, 
alms,  psalms,  palm,  balm,  room  (with  the  downward  r),  roof, 
(with  the  upward  r). 

Short  Vowels. — Pat,  bat,  patch,  batch,  latch,  match,  rat,  rag, 
lag,  foot,  book,  rook,  look,  took,  nook. 


WRITING    KXERCISES. 

Ex.  IX. — Words  containing  Compound  Vowels. 

(See  Par.  58  to  62.) 

I. — Time,  tire,  mire,  pile,  bile,  mile,  ripe,  knife,  nine,  mine, 
might,  night,  kite,  light,  snipe,  smite,  smile,  spike,  style. 

01. — Toy,  boy,  joy,  boil,  foil,  coil,  noise,  spoil,  toil. 

OW. — Bow,  vow,  cow,  row,  thou,  sow,  out,  our,  owl,  mouth. 

TJ. — Few,  view,  knew,  mew,  use  (s.),  use  (verb),  youth,  tube, 
pure. 

WI. — Wide,  wife,  wives,  wire,  wine,  quite,  twice,  twine,  wiles. 


Ex.  X.— Words  commencing  with  the  Aspirate  H. 

(See  Par.  19  and  63.) 

Dot  Aspirate. — Heed,  hear,  hair,  hot,  hide,  home,  hope,  hit,  hip, 
hem,  ham,  happy,  homely. 

Stroke  ^pirate. — Hay,  Hayes,  hue,  hews,  house,  husk,  head, 
hasten,  hearty,  hollow,  hero,  hoof,  hood,  heavy,  haughty. 


Ex.  XI. — Words  containing  the  W  and  Y  Compound 
Vowels. 

(See  Par.  61  and  Page  78.) 

Write  the  Compound  Vowels  ice,  wa,  wah,  &c.,  before  the  letter  t. 

Write  the  Compound  Vowels  ije,  ya,  yah,  &c.,  before  the  letter  t. 

Weed,  wait,  week,  weave,  weep,  wave,  sweet,  Swede,  sweep, 
walk,  wove,  woke,  wore,  swore,  quote,  squeal,  squall,  wit,  wet, 
twig,  quip,  squib,  wag,  watch,  wash,  worm,  year,  years,  yawn, 
yet,  young,  yellow,  Yankee. 


WRITING   EXERCISES. 


Ex.  XII. — Words  containing  Double  Consonants. 

(See  Par.  64  to  73.) 

Tree,  try,  true,  Troy,  dream,  tribe,  trip,  trap,  trick,  trim, 
track,  tram,  dram,  brag,  broke,  pray,  prow,  preach,  prime,  pride, 
price,  prize,  brew,  break,  brace,  brought,  brick,  claim,  clear, 
clime,  Clyde,  glide,  clip,  clap,  creep,  crape,  greet,  grape,  growth, 
grot,  grotto,  creed,  Creole,  crude,  crisp,  grasp,  keeper,  caper, 
copper,  pewter,  bitter,  metre,  mitre,  fighter,  feeder,  nitre,  paper, 
pauper,  pepper,  reaper,  river,  rover,  lever,  lover,  cover,  weaver, 
waver,  wafer,  clover,  cleaver,  clever,  legal,  regal,  uncle,  ankle, 
anger,  angry,  table,  stable,  stubble,  title,  tattle,  piper,  riper, 
rocker,  raker. 


Ex.  Xnt — Words  containing  the  Str  series  of  Con- 
sonants. 

(See  Par.  74  to  79.) 

Straw,  strew,  stray,  strip,  strike,  struck,  spray,  spread,  string, 
spring,  strong,  sprung,  sprang,  scrape,  scribe,  scrip,  scrap,  scrawl, 
sprout,  scratch,  screech. 

For  the  following  words,  see  Par.  75.  Destroy,  prosper,  express, 
eipressive,  extreme,  extra,  exclaim,  exclude. 

For  the  following  words,  see  Par.  78.  Describe,  disgrace,  dis- 
agree, descry,  disagreeable,  describe,  disgraceful. 

For  the  following  words,  see  Par.  79.  Setter,  seater,  suitor, 
sweeter,  cider,  supper,  sober,  sapper,  sabre,  settle,  saddle,  supple, 
sickle,  cycle,  civil,  sooner. 


Ex.  XIV. — Words  containing  the  Initial  W  Hook. 

(See  Par.  80  and  81. 

Wane,    Wednesday,    winter,  windy,  window,  wintry,    wealth, 
wealthy,  Walter,  work,  worth,  worthy,  worthless,  worker,  welfare. 


WRITING   EXERCISES. 


Ex.  XV. — Words  containing  the  Final  N  Hook. 

(See  Par.  82.) 

Tune,  town,  down,  pain,  bone,  pan,  pen,  boon,  brown,  keen, 
cane,  coin,  clean,  queen,  train,  drain,  drawn,  drown,  sprain,  strain, 
strewn,  mourn,  line,  lane,  lawn,  mine,  nine,  mean,  known,  noon, 
shown,  sbine,  remain,  Roman,  heaven,  even,  raven,  ravine,  riven, 
leaven,  driven,  proven,  craven,  outline,  pollen. 

For  the  following  words,  see  Par.  83.  Towns,  downs,  bones, 
pains,  queens,  coins,  brains,  tones,  trains,  mourns,  turns. 

For  the  following  words  see  Par.  84.  Mines,  fines,  vines,  moans, 
Romans,  griffins,  refines,  ravines. 

For  the  following  words,  see  Par.  85.  Tenses,  dances,  glances, 
quinces,  pounces,  bounces,  expenses. 


Ex.  XVI.— N  followed  by  a  Vowel. 

(See  Page  49,  line  8.) 
Money,  rainy,  pony,  bony,  downy,  tiny,  Dinah,  funny,  Fanny. 


Ex.  XVII. — Words  terminating  with  Tion. 

(See  Par.  87.) 

Caution,  action,  edition,  addition,  option,  station,  passion,  portion, 
education,  oppression,  attraction,  reduction,  retraction. 

For  the  following  words,  see  Par.  88.  Mention,  nation,  notion, 
motion,  mission,  attention,  termination,  terminations,  nations,  mis- 
sions, attentions,  attractions,  editions,  stations. 


Ex.  XVin. — Grammalognes. 

(See  Page  51.) 

Fill  a  line  of  your  copy  book  with  each  of  the  signs  that  represent 
the  following  words :  a,  and,  as,  be,  do,  have,  is,  it,  of,  on,  that, 
there,  think,  to,  the,  was,  well,  when,  which,  will,  you. 


WRITING    EXERCISES. 


Ex.  XTX. — Simple  Sentences. 

Do  as  you  wish  others  to  do  to  yon.  Wheu  you  feel  angry,  it  is 
well  to  think  long  before  you  speak.  Try  to  do  that  which  is  right, 
and  avoid  that  which  is  wrong.  There  is  a  time  for  play,  and  there 
is  a  time  for  work  ;  a  time  to  think,  and  a  time  to  talk  ;  a  time  to 
speak,  and  a  time  to  keep  silence.  When  you  speak,  think  to  whom 
you  speak,  of  whom  you  speak,  and  say  only  that  which  you  know 
to  be  just  and  right.  The  wise  man  will  always  think  before  he 
speaks,  and  the  fool  when  he  has  spoken.  As  we  sow,  so  shall  we 
reap;  that  which  you  sow  to-day,  you  will  reap  at  some  future  time. 
That  which  you  have  to  do,  try  to  do  well.  Time  and  tide  will  stay 
for  no  man.  If  we  sin,  it  is  well  we  suffer.  It  is  only  by  suffer- 
ing that  we  learn  to  do  the  right  and  leave  the  wrong.  Master  thy 
tongue,  or  it  will  master  thee.  If  thy  tongue  betray  thee,  thy  heart 
is  wrong,  or  thy  tongue  is  thy  master;  seek,  then,  to  cleanse  thy 
heart,  or  master  thy  tongue. 


Ex.  XX. — Vowel  Grammalogues. 

(See  Par.  96  and  97.) 

Write  the  Phonographic  signs  for  the  following  Grammalognes. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning: 

All,  two,  already,  oh,  ought,  who,  of,  to,  or,  but,  on,  should, 
the.  a,  and,  I,  how,  why,  while. 


Ex.  XXI. — Sentences  containing  Vowel  Gramma- 
logues. 

I  wish  you  to  write  all  that  I  have  read  to  you.  While  you  stay 
there  you  should  try  to  learn  all  that  has  taken  place.  Those  who 
take  most  pains  will  be  likely  to  succeed  the  best.  I  should  have 
seen  you  to-day,  but  I  was  unable  to  be  there.  You  or  I  should 


WRITING    KXERCISES. 

have  seen  to  it  this  morning.  Had  we  known  your  wish  we  would 
have  allowed  it  to  be  taken  away.  I  think  they  ought  to  pay 
you  while  you  remain  at  their  house.  We  hope  to  be  able  to  leave 
on  the  day  you  name.  Why  do  you  wish  to  go  by  the  early  train  ? 
I  should  like  to  know  why  you  leave  us  so  soon.  You  ought  to 
h:;ve  brought  enough  paper  to  write  a  long  letter  on.  He  has  al- 
ready taken  us  to  two  of  the  best  stores  in  the  city,  but  we  saw 
nothing  to  suit  us.  You  ought  to  have  seen  to  this  on  the  day  you 
came;  we  should  then  have  known  how  to  advise  you.  None  de- 
serve to  succeed  but  those  who  try.  You  should  speak  only  of 
that  you  know  to  be  true.  He  who  hopes  for  the  prize  should  labor 
to  obtain  it. 


Ex.  XXIL— Prefix  Com  and  Con— Affix  Ing. 

(See  Par.  98  and  99,  and  Page  69.) 

Contain,  contrive,  construe,  constrain,  compose,  comply,  com- 
plain, complex,  conform,  condition,  comprise,  compress,  conduce, 
conducive,  condemn,  conclude,  concave,  conclave,  consider,  con- 
siderable, consideration,  computation,  control,  connection,  commence, 
concern,  common,  complexion. 

Write  the  following  words  with  the  final  dot  for  iny : 

Trying,  doiug,  paying,  buying,  leaping,  sleeping,  striking, 
rapping,  speaking,  taking,  reaching,  raging,  robbing,  ducking, 
moving,  learning,  training,  cleaning,  cleansing,  evening,  dancing, 
turning,  concerning,  considering,  constraining. 

Write  the  following  words  with  the  consonant  sign  v ••  for  the 

termination  ing : 

Pleasing,  placing,  tracing,  praising,  blessing,  dressing,  chasing, 
choosing,  kissing,  creasing,  crossing,  gazing,  racing,  rising,  housing, 
perusing,  composing,  facing,  meaning,  commencing,  annoying, 
trifling;  tracings,  blessings,  crossings,  musings. 

Write  the  consonant  v ing  in  the  following  words  : 

Bring,  being,  spring,  fling,  tongue,  string,  stung,  strong,  sting, 
long,  ring,  wrong,  fang,  bang,  sing,  song,  prong,  cling,  claug. 


WRITING   EXERCISES. 

Ex.  XXTTT. — W  and  Y  Grammalogues. 

(See  Page  55.) 

Write  the  Phonographic  signs  for  the  following  Grammalogues. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning. 

We,  with,  were,  what,  would,  ye,  yet,  beyond,  you,  way, 
your,  well,  where,  when,  one. 


Ex.  XXIV. — Sentences  containing  the  W  and  Y 
Grammalogues. 

(See  Page  55.) 

We  wish  to  know  what  you  would  have  us  do  with  it.  No  one 
yet  knows  when  we  think  of  leaving  your  city.  This  way  is  as  easy 
as  the  other,  and  one  would  think  it  would  be  the  way  you  would 
prefer.  We  wish  to  know  your  address,  for  we  mean  to  pay  you  a 
visit  when  we  know  where  you  live.  We  were  with  you  early  in 
the  spring,  but  when  summer  came  we  were  all  at  the  sea-sicle.  The 
price  he  asks  is  much  beyond  what  he  would  be  disposed  to  take.  I 
wish  you  would  stay  and  dine  with  us  when  next  you  are  in  town. 
What  would  you  have  seen  of  it  had  no  one  shown  you?  We  were 
all  there  when  the  news  of  your  success  came.  His  expenses  are  much 
beyond  what  they  ought  to  be.  When  his  affairs  are  brought  to  a 
close  where  will  his  credit  be?  What  were  his  reasons  for  such  a 
course  he  has  yet  to  explaiu.  I  wish  to  know  what  will  be  the 
price  of  the  book,  and  when  it  will  be  ready.  I  have  yet  to  learn 
that  what  he  knows  of  it  will  be  of  any  use  to  us. 


Ex.  XXV.— The  Stroke  W  and  Y. 

(See  Par.  101  and  102.) 

Write  the  following  words  with  the  consonant  signs  for  v>  and  y. 
Woe,  woes,   ways,  away,   awake,   awoke,  aware,  wise,  wiser, 
sway,  swoon,  weasel,  whistle,  whisk,  yeas,  Yeo. 


WRITING   EXERCISES. 


Ex.  XXVI. — Single  Consonant  Grammalogues. 

(See  Page  56.) 

Write  the  Phonographic  signs  for  the  following  Grammalogues. 
Fill  a  line  -with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning. 

Up,  be,  it,  do.  which,  advantage,  kingdom,  come,  for,  have, 
think,  them,  so,  was,  shall,  usual,  will,  are,  me,  him,  in,  no, 
thing,  language,  way,  your. 


Ex.  XXVII. — Sentences  containing  the  Single  Con- 
sonant Grammalogues. 

(See  Page  56.) 

Yon  shall  have  them  if  they  will  be  of  any  service  to  yon.  I  think 
we  shall  see  them  if  they  come  to  town  on  their  usual  weekly  visit. 
You  have  given  me  much  trouble  with  your  many  fancies.  It  was  of 
no  use  that  we  gave  him  your  address,  for  he  was  unable  to  read  it. 
That  which  you  have  to  do,  try  to  do  well.  I  shall  give  you  all  the 
advantage  that  may  come  of  the  change.  I  think  if  we  do  the  thing 
well,  it  must  succeed.  Do  one  thing  at  a  time,  and  that  one  thing 
well.  His  language  and  his  manners  prove  him  to  be  a  man  of  edu- 
cation. You  shall  be  at  liberty  to  claim  all  the  advantage  that  comes 
of  the  transaction.  These  things  are  usually  of  less  advantage  than 
we  are  prone  to  imagine  them.  It  is  your  duty  to  make  me  aware 
that  what  he  is  doing  is  wrong,  for  it  will  give  us  all  much  trouble. 


Ex.  XXVHI,— The  Halving  Principle. 

(See  Par.  106  to  115.) 

The  following  examples  terminate  with  a  light  consonant. 
Pack,  packed,  kuock,  knocked,  rap,  rapped,  talk,  talked,  tack, 
tacked,  black,  blacked,  creep,  crept,  grope,  groped,  group,  grouped, 
drip,  dripped,  trap,  trapped,  spike,  spiked,  strip,  stripped,  smoke, 


WRITING   EXERCISES. 


smoked,  snap,  snapped,  stretch,  stretched,  strap,  strapped,  part, 
smart,  port,  strict,  construct,  conduct,  contact,  compact,  comport, 
expect,  inspect,  induct,  unpacked,  act,  ached,  apt,  art,  east,  sent. 

The  following  examples  terminate  with  a  heavy  consonant. 

Kob,  robbed,  live,  lived,  love,  loved,  rove,  roved,  crave,  crav- 
ed, grieve,  grieved,  prove,  proved,  beg,  begged,  drag,  dragged, 
pave,  paved,  brave,  braved,  page,  paged,  cage,  caged,  scrub, 
scrubbed,  heave,  heaved,  hive,  hived,  relieve,  relieved,  move, 
moved,  remove,  removed,  eased,  used,  old,  end,  hand,  scud,  sound, 
saved,  sold,  sealed,  soared,  seemed. 


Ex.  XXIX.— The  Halving  Principle. 

(See  Par.  110.) 

Pelt,  belt,  melt,  felt,  guilt,  colt,  smelt,  failed,  filed,  fold, 
compelled,  toiled,  boiled,  bailed,  mold,  mailed,  mild,  nailed, 

(See  Par.  111.) 

People,  peopled,  measure,  measured,  labor,  labored,  treasure, 
treasured,  title,  titled,  slaughter,  slaughtered,  favor,  favored,  feath- 
er, feathered,  cover,  covered,  fetter,  fettered,  stable,  stabled, 
struggle,  struggled,  rifle,  rifled,  honor,  honored,  humor,  humored, 
remain,  remained,  refrain,  refrained,  abstain,  abstained,  refine, 
refined,  regain,  regained. 

(See  Par.  109.) 

Meet,  might,  fight,  night,  let,  foot,  read,  need,  mode,  treat, 
trot,  prate,  sprite,  fright,  flight,  flat,  fruit,  clot,  dread,  bread, 
glad,  glide,  slate,  slight,  suiite. 

(See  Par.  112.) 

Find,  found,  confined,  confound,  compound,  land,  lent,  learnt, 
mind,  mound,  deigned,  content,  constrained,  rent,  concerned,  cau- 
tioned, stationed,  conditioned. 

(See  Par.  115.) 

Effect,  affect,  fact,  kicked,  locked,  leaked,  looked,  conflict, 
evoked,  locate,  dialect. 


WRITING   EXERCISES. 


(See  Par.  159.) 

Acted,   ended,  fated,  knitted,  melted,  pelted,   courted,   sifted, 
connected,  computed,  quilted,  smelted,  parted,  expected,  conducted. 


Ex.  XXX.— Loops  for  St  and  Str. 

(See  Par.  116  to  122.) 

St:  Feast,  faced,  toast,  taste,  tossed,  post,  roast,  fast,  last,  rust, 
must,  best,  steam,  stem,  stake,  stock,  steer,  store,  star,  stop, 
stuff,  staff,  storm,  contrast,  context,  compressed,  danced, 
pranced,  bounced,  trounced,  canst,  against. 

Str:  Feaster,  master,  muster,  pester,  boaster,  monster,  minister, 
poster,  punster,  spinsters,  teamsters. 

Sts:  Posts,  feasts,  boasts,  beasts,  mists,  texts,  nests,  toasts,  dus- 
ters, punsters,  spinster,  monster. 

(See  Par.  118.) 
Justify,    justified,    investigation,    investigated,    testify,    distinct, 

distinction,  artistic,  statistics. 


Ex.  XXXI.— Final  Hook  for  S-tion. 

(See  Par.  123  to  126.) 

Position,  possession,  decision,  opposition,  accession,  acquisition, 
precision,  persuasion,  procession,  disposition,  physician,  dispensation, 
transition,  condensation,  compensation,  possessions,  positions,  tran- 
sitions, condensations,  dispensations. 


Ex.  XXXII. — Double  curved  Consonants. 

(See  Par.  127.) 

Father,    another,    mother,     rather,    further,     weather,     feather, 
smother,  smoother,  northern,  southern. 


WRITING  EXERCISES. 


Ex.  XXXIII. — Vocalizing  Double  Consonants. 

(See  Par.  128  to  133.) 

Course,  curse,  cultivated,  before,  beautiful,  dark,  Turkey,  dark- 
ness, garment,  Charles,  parcel,  paragraph,  parley,  north,  torment, 
dormouse,  culture,  corruption,  collect,  correct,  corrected,  collected. 


Ex.  XXXIV.— Prefixes  and  Affixes. 

(See  Par.  134  to  140.) 

Circumspect,  circumstance,  circumstances,  circumscribe,  accom- 
plish, accommodation,  discontinue,  discontent,  inconvenient,  incon- 
siderable, introduce,  introduction,  interview,  recognise,  reconcile, 
reconciled,  recommend,  magnitude,  magnify,  instruct,  instruction, 
instructed,  instructive,  inscribe,  inscription,  instrument,  selfish, 
selfishness,  thyself,  myself,  himself,  themselves,  ourselves,  hard- 
ship, friendship,  statesmanship,  heavenly,  evenly,  openly,  proba- 
bility, suitability,  affability,  sensibility,  vulgarity,  similarity,  pros- 
perity, dexterity,  futurity,  principality,  barbarity,  peculiarity, 
popularity. 


Ex.  XXXV.— On  Writing  L  and  R. 

Par.  141.  Like,  look,  lucky,  likely,  lamb,  limit,  lament,  la- 
mented, lamp;  alike,  element,  elementary,  alack, 
Elgin,  alum. 

Par.  143.  Fail,  file,  bile,  avowal,  reel,  rule,  ruling,  folly, 
fully,  follow,  valley,  really,  rally,  meal,  mile,  peal, 
pole,  tool,  tallow,  trial. 

Par.  145.  Ear,  air,  our,  sour,  sore,  sear,  arm,  ark,  army, 
armed,  arrogance,  early,  hourly,  error;  earth,  arch, 
arched,  serve,  served,  aright,  artist. 

Par.  147.  Rome,  remain,  remained,  Roman,  room,  remote,  remit, 
remitted,  remiss. 

Par.  148.  Poor,  door,  tear,  attire,  attired,  appear,  appeared,  fair, 
far,  bear,  pair,  power,  flower. 


WRITING    EXERCISES. 


Par.  149.  Tarry,  parry,  farrow,  fairy,  borrow,  berry,  cherry, 
vary,  foreign,  forest,  furrow,  miry,  fury. 

Par.  152.  Exterior,  inferior,  interior,  mirror,  career,  superior, 
courier,  terror,  farrier,  fairer. 


Ex.  XXXVI.— N  Hook  Grammalogues. 

(See  Page  63.) 

Write  the  Phonographic  signs  for  the  following  Grammalogues. 
1'ill  a  line  with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning. 

Upon,  been,  done,  general  or  generally,  can,  again,  Phonogra- 
phy, then,  alone,  opinion,  objection. 


Ex.  XXXVII. — Sentences  containing  the  N  Hook 
Grammalogues. 

(See  Page  63.) 

It  has  been  our  opinion  that  he  has  generally  been  successful  in 
what  he  has  attempted.  I  can  have  no  objection  to  what  has 
been  done,  if  you  can  assign  a  reason.  I  have  written  again  to  ask 
his  opinion,  and  he  assures  me  he  can  do  better  work  by  this  machine 
than  by  any  other.  He  is  of  opinion  that  Phonography  can  accom- 
plish all  that  has  been  promised.  It  has  been  generally  believed  that 
nothing  can  be  done  without  first  removing  the  tax  upon  the  people's 
bread.  What  had  to  be  done  should  have  been  done  quickly.  He  alone 
stated  his  objection,  but  it  is  generally  admitted  that  his  opinion  will 
be  found  correct.  He  has  again  taken  to  his  vicious  ways  ;  all  that 
has  been  done  has  had  no  effect  upon  him,  but  has  been  insufficient 
to  reclaim  him.  I  have  done  less  than  I  intended  ;  with  your  per- 
mission, I  will  try  again.  He  alone  is  of  opinion  that  what  has  been 
done  is  satisfactory  to  all  concerned. 


WRITING    EXERCISES. 


Ex.  XXXVIII. — L  and  R  Hook  Grammalogues. 

(See  Page  64.) 

Write  the  Phonographic  signs  for  the  following  Grammalogues. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning. 

Principle,  principal  or  principally,  remember  or  member, 
able,  tell  or  till,  truth,  dear,  call,  difficulty,  care,  fall,  from, 
every ,  three,  their  or  there,  sure,  pleasure,  remark,  more,  nor. 


Ex.  XXXIX. — Sentences  containing  the  L  and  R, 
Hook  Grammalogues. 

(See  Page  64.) 

Be  sure  yon  tell  the  truth  on  every  occasion,  it  will  give  me  plea- 
sure and  save  you  from  difficulty  and  disgrace.  We  all  remember 
the  care  with  which  he  prepared  his  plans,  the  difficulties  he  overcame, 
the  opposition  he  encountered  from  his  friends,  and  the  full  measure 
of  success  with  which  he  was  rewarded.  When  we  act  from  princi- 
ple, our  convictions  are  too  dear  to  be  yielded  to  temporizing. 
Neither  he  nor  I  can  be  sure  that  we  shall  be  able  to  call,  till  we 
have  first  had  the  pleasure  of  seeing  you  at  the  Falls.  There  are  plea- 
sures attached  to  every  duty,  while  cares,  troubles,  and  difficulties  re- 
sult from  every  neglect.  The  General  surprised  us  this  morning; 
his  principal  reason,  I  imagine,  was  to  see  if  the  sentries  were  honest 
and  able  men.  His  remark  was  intended  to  impress  every  person 
with  the  necessity  for  care  and  caution.  I  am  sure  he  has  full  confi- 
dence in  the  truth  of  your  statement  and  the  honor  of  your  character. 
The  more  energy  we  apply  the  less  formidable  does  the  difficulty 
appear.  The  difficulty  arose  from  their  neglect  of  the  three  most  im- 
portant principles,  which  ought  to  have  been  apparent  to  every  person 
present.  From  the  full  investigation  that  has  been  made,  I  am  more 
than  ever  convinced  of  the  truth  of  the  remark.  Till  I  am  able  to 
call  there  neither  you  nor  I  can  be  certain  of  the  result. 


WRITING   EXERCISES. 


Ex.  XL. — Half  Length  Grammalogues. 

(See  Page  67.) 

Write  the  Phonographic  signs  for  the  following  Grammalogues. 
Fill  a  line  with  each  sign,  after  writing  the  long-hand  word  at  the 
beginning. 

Particular-ly,  opportunity,  spirit,  told,  toward,  child,  gentlemen, 
gentleman,  quite,  could,  called,  according-ly,  cannot,  account, 
God,  good,  great,  after,  thought,  that,  without,  establish- men t, 
short,  Lord,  word,  immediate- ly,  made,  might,  not,  nature,  went, 
wont,  under,  world. 


Ex.  XLI. — Sentences  containing  Half  Length 
Grammalogues, 

(See  Page  67.) 

I  shall  have  an  opportunity  to  do  him  good  service,  if  he  does  not 
reject  my  application.  I  have  called  on  that  gentleman  but  he  is  not 
inclined  to  regard  my  request  with  great  favor.  He  cannot  under- 
take this  immediately  for  he  is  under  an  engagement  to  establish  an 
agency  which  will  take  his  goods  to  all  parts  of  the  world.  After 
you  left  I  thought  more  of  the  nature  of  our  misunderstanding,  and 
I  am  bound  to  offer  that  apology  which  one  gentleman  has  a  right  to 
eipect  from  another  under  the  circumstances.  It  is  not  his  intention 
to  return  immediately;  accordingly,  I  have  not  thought  it  worth  while 
to  commence  the  arrangement  which  he  wished  made  previous  to  his 
return.  I  am  particularly  interested  in  his  account  of  the  great  hard- 
ships he  endured  in  his  late  voyage.  He  has  given  us  his  word  that 
immediately  the  emigrants  land  they  shall  be  provided  with  the 
necessary  accommodation.  Conld  you  not  have  told  the  child  that 
without  obedience  he  could  not  be  loved?  I  give  you  my  word  that 
all  I  said  was  intended  in  a  spirit  of  kindness  ;  if  he  does  not  think 
so  he  has  certainly  misunderstood  my  intentions.  I  went  immedi- 
ately after  he  called,  and  though  his  visit  was  short,  it  was  quite  long 
enough  to  let  us  see  that  he  could  act  in  the  spirit  of  a  gentleman. 


WRITING   EXERCISES. 


Ex.  XLII. — Diphthongal  Representation. 

(See  Page  92.) 

Companion,  convenience,  convenient,  experience,  lenient,  union, 
Christian,  question,  William,  rebellion,  familiar,  incipient,  com- 
modious, righteous,  valiant,  million,  physiology,  association,  asso- 
ciate, Arabia,  bilious,  furious,  glorious,  genius,  foliage. 


Ex.  XLIII. — On  Improvement. 

(See  Pages  80  and  81.) 

The  following  ingenious  exercise,  originally  written  for  an  early 
edition  of  Phonography,  by  the  Rev.  John  Hope,  an  English  clergy- 
man, consists  only  of  Grammalogues,  and  comprises,  with  a  trifling 
exception,  all  that  are  used  in  the  Corresponding  Style  of  Phonography. 
It  should  be  practised  till  every  word  can  be  written  without  hesita- 
tion; it  should  then  be  written  from  another's  dictation,  those  words 
being  now  joined  that  are  connected  by  hyphens,  (See  Ex.  47,)  until 
it  can  be  written  with  considerable  speed. 

Establishments  for-improvement  and  for  knowledge*  in -general,  are 
important  things  in  a  kingdom ;  and  the  more  so  where  it-is  usual  with- 
them  to  acknowledge  *  good  principles.  A  Phonographic  establish- 
ment in  particular,  is  an  immediate  advantage  to  every  gentleman,  or 
child,  who  is  a  member  of -it,  and  to  all.  According  to  general  opin- 
ion, Phonography  is  a  subject  we  could,  and  should,  have  pleasure 
in;  without  it,  language  is-not  quite  what-it-should-be — a  remark 
in-which-there-is  great  truth,  and  to-which  I-thiuk  there-can-be  no 
objection.  Again,  every  one  who  has  thoughts  which-are-dear  to- 
him,  or  important  to-the  world,  is  called  upon  to  care  for-them  and 
improve  them,  to-the  full,  when  he  has  opportunity.  How,  or  on 
what  principle  can  we  be  good  without  improvement?  Remember, 
that  every-thing  is  an  object  of  importance  that  comes  under  it;  and, 
beyond  all,  that-the  sure  word  of-the  Lord  God  was  given  for-im- 
provement. Should  there-be  difficulties  in-the-way  of -your  improve- 
*  See  Contractions,  Page  85. 


WRITING   EXERCISES. 


ment,  and  of-the  subjection  of-your  nature  to  God's  truth,  then  I 
call  upon  you,  while  you-cau  improve,  to-do-so.  After  what  I-have 
told-you,  are-there  yet  objections  to  it  ?  "Were  there,  an  account  of- 
theni  would  already  have-been  given.  Great  and  good  things  cannot 
come  together  without  improvement.  But  should  I  be  told-that  it 
might  have-been  so,  from  what  I  know  of-the  general  spirit  of  all,  I 
tell-you  the  truth  is  as  I-have  given  it,  nor  can  ye  object  to-it.  In 
short,  gentlemen,  you  ought  to  establish  it  as  yonr  first  principle,  that- 
yon- will-not- give  up;  but  as  you  have  opportunity,  why  not  do  ail- 
that  can-be-done  towards  improvement  in  every-thing  in-this- world; 
and  should  it-be-done  well,  yon-will  give  pleasure  not  to  me  alone, 
but  to  all. 


Ex.  XLIV.— On  the  Outlines  of  Words. 

Nothing  more  readily  distinguishes  the  writing  of  the  proficient  from 
that  of  the  novitiate  Phonographer,  than  attention  to  the  forms  of  certain 
words  which  practice  has  dictated  to  be  the  best,  but  which  would 
probably  be  the  last  that  would  suggest  themselves  to  the  student.  A 
list  of  such  words  is  given  on  pages  82  and  83  of  the  Manual.  They 
are  words  of  frequent  occurrence  and  should  be  thoroughly  mastered 
by  writing  each  word  several  times,  first  inserting  and  afterwards 
omitting  the  vowels. 


Ex.  XLV. — Phonographic  Reporting. 

Pages  84  and  85  of  the  Manual  contain  exercises  initiatory  to 
Phonographic  Keporting.  The  first  column  consists  of  contractions 
used  in  the  Corresponding  Style  of  Phonography,  and  as  they  are  words 
of  common  occurrence  they  should  be  thoroughly  mastered.  The 
pupil  is  advised  to  make  several  of  each,  naming  the  word  as  it  ia 
written. 


WRITING    EXERCISES. 


Ex.  XL VII.— Phraseography. 

One  of  the  most  beautiful,  as  it  is  one  of  the  most  useful  features 
of  the  Phonographic  System,  is  its  capability  of  uniting  words  into 
phrases.  The  saving  thus  effected  to  the  writer,  is  greater  than  ap- 
peal's at  first  sight;  and,  happily,  it  is  accomplished  not  only  without 
sacrificing  legibility,  but  with  a  positive  gain  in  that  respect.  Each 
of  the  following  phrases — consisting  almost  exclusively  of  Gramma- 
loguee — is  to  be  written  without  lifting  the  pen  or  pencil.  The  rule 
observed  in  writing  phrases  is,  for  the  first  Grammalogue  to  occupy  its 
usual  position,  and  for  the  remaining  words  in  the  phrase  to  accom- 
modate themselves  to  the  position  of  the  first.  This  principle  is  fully 
explained  in  the  Reporter's  Manual  and  Vocabulary. 

You-will,  you-will-have,  you- will-be,  you-will-be-sure,  you-will- 
do,  you-will-fiud,  you-will-not,  (will  not  is  represented  in  the  Re- 
porting Style  thus  f)  jou-will-not-be,  you-will-not-have,  you- 
may,  you -may -have,  you-may-be,  you-may-do,  you-mnst,  (when  a 
word  follows  must  in  Phraseography,  the  loop  becomes  a  circle,)  you- 
must-have,  you-must-be,  you-must-not,  you-must-not-be,  you-can, 
you-can-be,  you-can-have,  you-are,  you-should,  (should v\Uistbe  struck 
upward,)  you-should-be,  you-should-have,  you-should-not,  you- 
should-not-be. 

It-is,  it-is-not,  it-may-be,  it-may-have,  it-may-have-beeu,  it-must, 
it-must-be,  it-was,  it-was-not,  it-should-be,  it-should-not,  it-should- 
not-be, it-can,  it-can-be,  it-could-uot-be,  it-would,  it-would-be,  it- 
would-not-be,  it-would-not-have,  it-would-not-have-been,  it-has- 
been,  (write  the  circle  S  on  the  left  hand  side,)  it-has-beeu-done. 

We-have,  we-have-done,  we-have-been,  we-have-not,  we-have- 
not-done,  we-have-not-beeu,  we-shall,  we-shall-have,  we-were,  we- 
do,  we-think,  we-thiuk-that. 

When  I  is  joined  to  phrases  only  one  half  of  the  vowel  character  is 
written,  the  downward  or  upward  stroke,  as  is  most  convenient.  In 
the  following  phrases  write  the  upstroke. 

I-have,  I-have-not,  I-have-bcen,  I-have-donc,  I-have-not-bcen, 
I-have-uo-doubt,  I-have-seen,  I-have-known,  I-have-said,  I-think> 
I-thiiik-you-will,  I-thiuk-it-is,  I-shall,  I-shall-be,  I-shall-have,  I- 
shall-not-have,  I-find,  I-fear,  I-fear-you-will,  I-fear-you-will-have, 
I-need-not. 


WRITING   EXERCISES. 


In  the  following  write  the  down-stroke.  I-am,  I-must,  I-must-be, 
I-must-have,  I-must-not,  I-must-not-he,  I-must-not-have,  I-am-glad, 
I-am-sorry,  I-am-sure,  I-am-very-glad,  I-will,  I-will-try,  I-will- 
have,  I-will-uot,  I-will-not-have,  I-will-not-be. 

To-be,  to-do,  to-have,  to-have-been,  to-have-done,  to-think,  to- 
make,  to-some,  to-soine-extent,  to-him,  to-love,  to-that,  to-that-which- 
is,  to-many,  to-inany-such. 

Write  who  downward.  Who-have,  who-do,  who-have-not,  who- 
have-seen,  who-have-not-seen,  who-are,  who-are-not,  (are  not  is 
written  thus  ^  )  -who-cau,  who-can-have,  who-can-be,  who-can-do. 


Ex.  XLVm.— The  Joined  The. 

(See  Par.  165.) 

The  frequently  occurring  word  the  may  be  affixed  to  any  word, 
when  the  junction  forms  an  acute  angle,  by  elongating  the  dot  into  a 
short  tick  or  stroke,  which  may  be  written  upward  or  downward,  as 
is  most  convenient. 

In-the,  when-the,  for-the,  that-the,  which-the,  in-which-the,  have- 
the,  of -the,  with-the,  from-the,  are-the,  that- which-the,  for-which-the, 
nnder-the,  be-the,  upou-the,  then-the,  it-is-the,  thus-the,  on-the, 
should-not'the,  should-have-the,  iu-the-way,  between-the,  seen-the, 
sent-the,  send-thc,  into-the,  I-have-seen-the,  I-have-sent-the,  I-have- 
not-the,  1-have-not-seen-the. 


Ex.  XLIX.— The  Joined  And. 

In  an  advanced  style  of  writing  and  may  be  prefixed  to  any  word, 
by  elongating  the  dot  into  a  short  tick  or  stroke,  when  it  will  form 
an  acute  angle  with  the  letter  with  which  it  is  combined.  The  fol- 
lowing and  similar  phrases  are  the  only  ones  in  which  the  student  is 
recommended  to  use  it.  The  frequently  recurring  phrase  and  the  is 
represented  thus  -* 


WRITING   EXERCISES. 

And-this,  and-thus,  and-thns-the,  aud-tlms-it-is,  and-then,  and- 
then-the,  and-that,  aiid-that-the,  and-that-it,  aud-that- it-is,  aud-that- 
which-is,  and-that-which-is-uot,  and-which,  and-it,  and-it-is,  and-it- 
is-not,  and-it-is-not-the,  and-do,  and-do-you,  and-does-it,  and-yonr, 
and-yours. 


Ex.  L.— The  Double  Circle. 

(See  Par.  157.) 

In  the  following  words  the  double-sized  circle  is  used.  When 
their  outlines  are  familiar  the  vowels  may  be  omitted. 

Exist,  exists,  existed,  existence,  existences,  necessary,  necessarily, 
unnecessary,  unnecessarily,  accessible,  inaccessible,  precisely,  persua- 
sive, decisive,  excessive,  success,  successive,  successively. 


Epilogue. 

God  bless  this  land,  and  bless  us  all 
With  wisdom,  we  beseech, 

And  grant  henceforth  that  writing  be 
As  fleet  and  free  as  speech  I 


L 


escriptive  /^catalogue; 


Phonography,  or  Phonetic  Shorthand  is  the  invention  of 
ISAAC  PITMAN,  Esq.,  of  England.  It  is  a  system  of  writing  the  Eng- 
lish and  all  other  languages,  by  means  of  a  PHILOSOPHIC  ALPHABET 
composed  of  the  simplest  geometrical  signs,  in  which  one  mark  is  used  to 
represent  one  and  invariably  the  same  sound  ;  the  result  of  which  is, 
that  Phonographic  writing  is  as  legible  as  the  common  longhand,  while 
it  may  be  written  six  times  as  fast.  This  system  although  so  recently 
discovered,  is  now  used  almost  exclusively  for  securing  verbatim  reports 
of  the  debates  in  the  American  Congress,  and  the  British  Houses  of 
Parliament.  It  has  been  introduced  into  many  of  the  leading  colleges 
and  schools  in  England  and  in  this  country,  and  from  its  utility  and 
importance  is  rapidly  {ruining  the  position  of  a  regular  branch  of  study 
in  educational  establishments. 

"An  education  that  does  not  embrace  a  knowledge  of  Phonog- 
raphy," says  JOHN  HOWARD  TICK,  Esq.,  General  Superintendent  of 
the  St.  Louis  Public  Schools,  in  his  Annual  Report  for  1854,  "  must 
be  regarded  as  incomplete,  and  short  of  the  wants  of  the  age,  and  I 
would  therefore  recommend  its  early  introduction  in  the  Grammar  and 
High  Schools,  as  one  of  the  regular  branches  of  study."  The  Rev. 
THOS.  HILL,  Chairman  of  the  School  Committee,  Waltham,  Mass., 
in  the  High  School  of  which  Phonography  has  been  introduced,  says: 


PHONOGRAPHIC    PUBLICATIONS. 

"It  should  be  tanght  in  the  common  schools,  as  one  of  the  best  possible 
aids  in  obtaining  a  subsequent  education."  JOHN  S.  HART  Esq., 
Principal  of  the  Philadelphia  High  School,  writes,  "  Some  of  them 
[former  pupils  of  the  School]  not  yet  turned  of  twenty,  are  now 
making  more  money  by  Phonographic  Reporting,  than  the  Principal 
of  the  High  School,  after  having  given  himself  for  more  than  twenty 
years  to  his  profession."  JUDGE  KANE,  of  Philadelphia,  remarks: 
"To  the  professional  man,  and  indeed  to  every  one  whose  pursuits 
in  life  call  upon,  him  to  record  incidents  or  thought,  (and  whose  pursuits 
do  not  ?)  it  is  one  of  the  great  labor  saving  machines  of  the  age. 
Dr.  J.  W.  STONE,  Representative  iu  the  Mass.  Legislature,  says:  "I 
deem  Phonography,  when  thoroughly  learned,  an  invaluable  adjunct  to 
education;  and  one  which  when  acquired  in  youth  would  not  be  parted 
with  in  manhood,  for  thousands  of  dollars."  Col.  BENTON  thus  testifies 
to  the  value  of  Phonography;  "  Had  this  art  been  known  forty  years 
ago,  it  would  have  saved  me  twenty  years  of  hard  labor  !  " 

The  following  list  of  new  and  superior  works,  explanatory  and 
illustrative  of  Phonography,  are  edited  by  BENN  PITMAN,  (brother  to 
the  Inventor  of  the  art,)  who  has  had  a  more  lengthened  experience  in 
teaching  Phonography  than  any  other  person  living.  The  works  may 
be  obtained  at  the  Phonographic  Institute,  Cincinnati,  or  will  be 
sent  by  mail,  without  additional  charge. 

The   Manual  of   Phonography;    by   BENX  PITMAN. 

This  is  a  new  treatise,  explanatory  of  the  art,  from  its  simplest 
rudiments  to  the  most  abbreviated  style  of  Phonographic  writing. 
It  comprises  some  valuable  features  not  heretofore  introduced  in 
any  English  or  American  Phonographic  work,  rendering  it  invaluable  to 
students  who  wish  to  easily  acquire,  and  correctly  practise  this  art. 
The  Manual  is  interpaged  with  Phonographic  exercises,  engraved  in  a 
clear  and  attractive  style,  which  face  the  necessary  explanations  in  the 
common  print.  Price  50  cts.;  bound  iu  cloth,  GO  cts.,  roan,  75  cts. 

The  Reporter's  Companion;  (Neto  Edition,)  by  BENN 

PITMAN  and  R.  P.  PROSSER  ;  a  complete  guide  to  the  art  of  Verbatim 
Reporting.  This  work  is  clearly  and  beautifully  engraved,  and 
interpaged  with  a  key  in  the  common  print.  It  consists,  1st,  Of  an 
exposition  of  every  principle  of  abbreviation  employed  in  Phono- 
graphic Reporting,  copiously  illustrated.  2d,  A  Vocabulary,  more  ex- 
tensive than  any  heretofore  published ;  with  every  Graminalogue, 


PHONOGRAPHIC    PUBLICATION'S. 


Contraction,  Phraseogram,  difficult  word,  and  words  that  may  be 
written  in  two  or  more  ways  (only  one  of  which  is  admissible),  al- 
phabetically arranged.  3rd,  A  series  of  Progressive  Lessons  in  Re- 
porting, whereby  the  student  is  gradually  led  from  the  simplest  to 
the  most  abbreviated  style  of  Phonographic  Writing.  Price  75  cts. 
handsomely  bound  in  muslin  $1,00. 

The  Phonographic  Magazine;  Vol.  i,  for  1854.     A 

Miscellany  of  original  and  selected  papers,  in  the  Corresponding 
style  of  Phonography.  Edited  and  engraved  by  Benn  Pitman. 
Bound  in  cloth,  $1,25;  roan,  $1,50. 

The  Phonographic  Magazine;  Vol.  2,  for  1855.  Same 

style  and  price  as  the  above. 

The  Phonographic  Magazine ;  Vol.  3,  for  1856.    Same 

style  and  price  as  the  above. 

The    Phonographic  Reporter;  Vol.  1,  for  1854.     A 

Miscellany  of  original  and  selected  papers,  in  the  Reporting  style  of 
Phonography.  Edited  and  engraved  by  Bean  Pitman.  Bonnd  in 
cloth,  $1,25;  roan,  $1,50. 

The  Phonographic  Reporter ;  Vol.  2,  for  1855.  Same 

style  and  price  as  the  above. 

The  Phonographic  Reporter;  Vol. 3, for  1856.    Same 

style  and  price  as  the  above. 

The  Phonographic  Magazine  and  Phonographic 

Reporter ;  for  either  year,  in  one  handsome  volume,  bound 
in  roan,  $2,50. 

The  Manners  Book.  (Extracted  by  permission  of  the  au- 
thor, from  the  "Illustrated  Manners  Book.")  Engraved  by  Benn 
Pitman,  in  easy  Reporting  style.  Cloth,  75  cts.;  roan,  $1,00. 

The  Manners  Book.  Engraved  in  the  Corresponding  style 
of  Phonography.  Cloth,  73  cts.;  roan,  $100. 

The  Phonographer's  Song.  From  a  design  by  the  late 
William  Fisher.  A  beautifully  illustrated  sheet  for  framing;  25  cts. 
India  Proof  s,  $1,00. 

Phonography,  what  it  is,  and  what  it  does.  A  tract  contain- 
ing the  best  recommendations  of  the  Phonographic  art.  Sold  at  cost, 
2  cts.  each.  Postage  o.ie  cent  per  copy  or  one  cent  for  three  copies. 


PHONOGRAPHIC    PUBLICATIONS. 


Phonographic  Chart ;  designed  and  arranged  by  BENN  PIT- 
MAN. A  new  and  handsome  chart  of  the  Phonographic  Alphabet, 
printed  in  colors,  prepared  for  the  t5e  of  Teachers,  and  for  Schools, 
Colleges,  and  Literary  Institutions.  Size  38  by  55.  Price  75  cts., 
P.  15  cts.  Mounted  on  muslin,  with  rollers,  $1 .75.  Postg.  25  cts. 

The  Teacher  I  by  BENX  PITMAN.  A  Treatise  on  Phonographic 
Lecturing  and  Teaching  ;  embracing  full  and  minute  directions  as  to 
the  best  method  of  imparting  a  knowledge  of  Phonography.  En- 
graved in  the  Corresponding  Style.  O3  An  interesting  and  useful 
work  for  all;  invaluable  to  the  Phonographic  Teacher.  Price  $1.00 
bound.  Printed  on  very  superior  paper  $1 .25. 

The  History  of  Short-Hand ;  edited,  and  engraved  on  stone, 
by  BENN  PITMAX.  An  interesting  history  of  the  art  from  the  short- 
hand of  Cicero  down  to  the  invention  of  Phonography.  Engraved  in 
the  Reporting  Style.  Price  75  cts.  bound.  Superior  binding  $1.00. 

The  Phonographic  Reader.  This  work  is  designed  as  a 
companion  to  the  Phonographic  Manual.  It  contains  a  series  of 
progressive  Reading  Exercises,  original  and  selected,  commencing 
with  simple  sentences  in  full  Phonography.  Engraved  in  a  clear 
and  attractive  style.  Price  25  cts. 

The  Second  Phonographic  Reader.     The  Cruise  oi  the 

Tomtit,  from  Dickens's  "Household  Words."        Engraved  in  the 
Corresponding  style  of  Phonography.      Price  25  cts. 

The  Phonographic  Envelope;  a  newly  engraved  en- 
velope, presenting  specimens  of  Phonography  in  a  tasteful  and  at- 
tractive style.  Price  12>^  cts.  per  packet;  50  cts.  per  hundred. 
Phonetic  Envelopes,  containing  a  neatly  printed  statement  of  the 
claims  and  importance  of  Phonetic  Printing,  same  price. 

Phonographic  Copy  Book;  (oblong  shape)  containing 
ruled  paper  for  the  learner's  practice.  Price  10  cts;  post-paid  12  cts. 

Gold  Pens ;  manufactured  expressly  for  Phonographic  writ- 
ing, and  well  adapted  also  for  the  ordinary  long  hand,  $1,50.  With 
silver  extension  holder,  $2,50. 


PHONOGRAPHIC   PUBLICATIONS. 


Reporting  Paper  ;  double  line,  prepared  expressly  for  Phono- 
graphic Reporting.  Per  quire  10  cts.  When  ordering,  please  state 
whether  for  pen  or  pencil  practice,  fi©*"  Post  paid  12  cts. 


Reporter's  Note  Books  ;   made  of  double  line  paper  for  pen 
Dr  pencil  practice.  12  cts.,  20  cts.,  and  25  cts.  each.    P.  2  and  4  cts. 

Reporting  Covers  ;  for  holding  reporting  paper  ;  with  elastic 
baud.     Sheep,  35  cts.     Turkey  Morocco,  75  cts.     Postg.  5  cts. 

Phonographic  Letter  Papert     Double  line.    Per  quire, 
10  cte.     Postg.  2  cts. 

Note  or  Magazine  Paper.      Double  line.     Per  quire,  8  cts. 


1.  In  the  works  published  at  the  Phonographic  Institute, 
Cincinnati,  an  attempt  has  been  made  to  present  Phonography  in  its 
own  simplicity,  philosophy  and  beauty. 

2.  The  Instruction  books,  it  is  believed,  are  characterized   by  a 
simple  as  well  as   an  orderly  and  progressive  arrangement  of  the 
system,  which  extensive  experience  in  teaching  it,  alone  could  give. 

3.  The  MANUAL  OF  PHONOGRAPHY  contains  more  copious  exercises 
for  reading  and  writing  than  any  exposition  of  the  system  heretofore 
published.     The  manner  of  presenting  the  system  differs  from  that 
previously  adopted.     Each  opening  of  the  book  presents  the  details  of 
some  specific  part  of  the  system;  one  page  consisting  of  engraved  exer- 
cises, the  opposite  giving  explanations  relating  thereto  in  the  common 
print. 

4.  Both  in  the  MANUAL  of  the  system  and  the  REPORTER'S  COMPAN- 
ION, the  printed   or  typic  pages  are  interleaved  with  engraved  Pho- 
nographic exercisr?,  a  method  which  adds  much  to  the  labor  and  ex- 
pense of  binding,  but  which  affords  facilities  in  the  acquirement  and 
practice  of  the  art  which  could  not  be  otherwise  obtained. 

5.  The  exercises  in  these  instruction  books  as  well  as  the  Pho- 
nographic works  mentioned  in  the  list,  are  printed  from   engraved 
plates;  a  process  much  more  expensive  than  letterpress  printing,  but 
one  by  which  it  is  generally  admitted,  results  are  obtained  unequalled 
for  clearness  and  accuracy. 

All  the  Phonographic  Works  and  Stationery  are  sent  Post 
Free  (except  otherwise  stated)  when  ordered  direct  from  the 
Phonographic  Institute,  Cincinnati,  0. 


honetic 


ic  oA>  rinting, 


A  practical  and  vigorous  attempt  was  made  in  1844,  by  ISAAC  PIT- 
MAX  and  ALEX.  JOHN  ELLIS,  of  England,  to  realize  the  ideas  of  Dr. 
FRANKLIN,  Sir  JOHN  HERSCHELL,  and  others,  in  the  construction  and 
appliance  of  a  Phonetic  Alphabet  for  the  representation  of  the  Eng- 
lish language.  After  years  of  experimenting,  in  this  country  as  well 
as  in  England,  and  an  expenditure  of  time  and  means  which  would 
appear  fabulous  to  those  who  are  not  aware  of  the  difficulties  that  have 
been  encountered,  an  alphabet  has  been  completed,  by  means  of  which 
the  sounds  of  the  language,  are,  as  it  were,  daguerreotyped;  so  that  a 
child,  or  an  adult  foreigner,  having  once  mastered  the  alphabet,  has  no 
greater  difficulty  in  correctly  pronouncing  any  word  that  may  be  pre- 
sented, though  it  be  for  the  first  time,  than  in  giving  the  name  of  a 
well  known  friend  on  seeing  his  faithfully  daguerreotyped  likeness. 

By  the  Phonetic  system  children  are  not  ouly  easily  and  pleasantly 
instructed  in  reading,  but  they  acquire  a  clear,  precise  and  finished 
enunciation,  which  heretofore  has  been  grievously  overlooked.  The 
Phonetic  scheme,  moreover,  presents  the  easiest  and  speediest  means 
of  acquiring  the  ability  to  read  the  common,  or  Romanic  print.  It  has 
been  demonstrated  again  and  again,  in  private  teaching,  and  in  classes 
of  children  and  adults,  that  at  least  one  half  the  time  and  labor  devo- 
ted to  the  acquirement  of  reading  by  the  ordinary  print,  may  be  saved 
by  commencing  with  the  Phonetic. 

Parents  and  Teachers,  who  have  not  tried  this  new  method  of  iu- 
structing  their  little  charges  in  the  irksome  acquirement  of  reading,can- 
not  possibly  realize  the  ease  and  delight  attending  the  use  of  the  Pho- 
netic system. 

The  Phonetic  Dictionary.  ADictiouary  of  the  English  Lan- 
guage, adapted  to  the  present  state  of  Literature  and  Science  ;  with 
Pronouncing  Vocabularies  of  Clamcnl,  Scriptural,  and  Geographical 


PHONOGRAPHIC  PUBLICATIONS. 


names.  Designed  by  NATHANIEL  STORKS.  Compiled  by  DAN.  S. 
SMALLEV.  This  Dictionary  is  the  result  of  a  legacy  of  ten  thousand 
dollars,  left  for  its  compilation  and  publication,  by  the  late  NATHAN- 
IEL STORRS,  Esq.,  of  Boston,  Mass.  It  contains  all  the  words  of  the 
English  Language,  with  a  copious  selection  of  Latin  and  French 
words,  giving  the  Romanic  spelling  with  a  Phonetic  pronunciation 
and  definition.  As  a  book  of  reference  or  study,  it  will  be  found 
superior  to  any  Dictionary  heretofore  published.  It  contains,  also,  a 
General  Introduction,  by  Mr.  ALEXANDER  JOHN  ELLIS,  which  is  by 
far  the  most  interesting  and  able  exposition  of  Phonetics,  and  defence 
of  a  reformed  orthography,  that  has  ever  appeared  ;  and  yet  treated 
in  such  a  manner,  that,  while  it  must  satisfy  the  Critic  and  Scholar,  it 
can  not  fail  to  interest,  if  not  convert,  the  general  reader.  861  pages, 
handsomely  bound  in  dark  leather,  marbled  edges,  and  lettered,  $3.50. 
By  mail,  carefully  and  securely  packed,  50  cts.  additional.  Clubs 
of  four  supplied  (per  express)  at  $3.25.  Clubs  of  six  $3.15. 

The  Phonetic  Primer;  by  BENN  PITMAN.  Several  new 
and  attractive  features  are  here  introduced.  It  is  copiously  illus- 
trated, and  a  new  type  is  employed,  cast  expressly  for  this  work, 
which,  for  clearness  and  distinctness,  has  not  been  equalled.  Illus- 
trations are  also  introduced  for  teaching  elementary  forms,  and  the 
simple  rules  of  arithmetic.  Copious  explanations  for  parents  and 
teachers  are  given  in  the  common  print.  Price  10  cts. 

The  First  Phonetic  Reader ;  by  BENN  PITMAN  ;  contain- 
ing simple  and  instructive  reading  lessons,  calculated  to  make  child- 
ren cheerful,  thoughtful,  and  brave.  Price  20  cts.;  by  mail  25  cts. 

The  Transition  Reader?  or,  a  Course  of  Inductive  Romanic 
Reading  Lessons .  For  the  use  of  Phonetic  Readers  when  learning 
to  read  Romanically.  Price  20  cts.;  by  mail  25  cts. 

PhonotypiC  Chart ;  designed  and  arranged  by  BENN  PITMAN. 
A  new  and  handsome  chart  of  the  Phonotypic  Alphabet,  for  Schools, 
Colleges,  and  Literary  Institutions  ;  with  copious  explanations,  elo- 
cutionary exercises,  and  remarks  on  the  acquirement  of  a  good  deliv- 
ery, in  the  common  print ;  38  by  54.  Price  50  cts.  Mounted  on 
canvass,  with  rollers,  $1.50.  Mounted  Chart  not  mailable. 

Tablets.  The  letters  of  the  Phonetic  Alphabet  printed  on 
thick  card.  Price  10  cts. 


AMERICAN  PHONETIC  ASSOCIATION. 


BENN  PITMAN,  Phonographic  Institute,  Cincinnati,  0. 

Secvetarj,  JTteasurer, 

ELIAS  LONGLET,  Vine  St.,  Cincinnati,  0.  R.  P.  PROSSEU,  Cincinnati.  0. 

Members  of  tljc  (Eouncfl. 

Prof.  W.  D.  HENKLE,  Richmond,  Ind. 
Rev.  THOMAS  HILL,  Waltliam,  Mass. 
Prof.  BOOTH,  U.  S.  Mint,  Philadelphia. 
Prof.  S.  S.  HALDE.MAN,  Columbia,  Pa. 
Dr.  S.  I).  NEWBRO,  Lansing,  Mich. 
Dr.  J.  W.  STONE,  Boston,  Mass. 
W.  T.  CoffOESiiALL,  State  Librarian,  Columbus,  0. 
Dr.  ASA  HOPR,  Dubuque,  Iowa. 
DAN  S.  SMALLEY,  Jamaica  Plain,  Mass. 
Key.  Dr.  WHM>O.\,  200  Mulberry  Street,  N.  Y. 
Prof.  KIRKPATRICK,  High  School,  Philadelphia. 
E.  H.  MAGILL,  High  School.  Providence,  R.  I. 
Dr.  N.  B.  BENEDICT,  New  Orleans,  La. 
Dr.  JAMES  ADAIR,  Mendota,  111. 
CHARLES  S.  ROYCE,  Huron,  Erie  County,  0. 
H.  S.  CLUBB,  Grand  Haven,  Mich. 
H.  W.  PABKMUKST,  Perth  Amboy,  N.  J. 
Dr.  ADAMS  JEWETT,  Dayton,  Uhio. 
Capt.  M.  C.  MEIGS,  Washington,  D.  C. 
J.  H.  WOOD,  Louisville,  Ky. 
Dr.  L.  W.  TBASK,  Hiram,  Portage  County,  0. 
ROBERT  PATTEBSOX,  U.  S.  Mint,  Philadelphia. 
A.  B.  PICSABD,  Mt.  Morris,  111. 
Rev.  Dr.  J.  COOPEB,  Kensington,  Pa. 
And  twenty-three  others. 


The  object  of  this  Association  is  the  union  and  co-operation  of  the  friends 
of  the  Phonetic  Reform  in  the  United  States,  the  Territories  and  Canadas, 
for  the  encouragement  and  spread  of  Phonetic  writing  and  printing.  The 
Association  consists  of  a  President,  Secretary,  Treasurer,  Council,  and  mem- 
bers. The  members  are  divided  into  the  following  classes  : — 

1.  Phonographers  who  teach  the  arts  professionally  or  privately,  who  can 
not,  on  account  of  other  duties,  attend  to  the  gratuitous  correction  of  ex- 
ercises of  learners  through  the  post,  but  who  are  will!  -.g  to  answer  letters 
of  inquiry,  or  letters  of  Phonographers  soliciting  advice  or  information  on 
matters  connected  with  Phonography  or  Phonetics. 

2.  Phonographers  who  generously  volunteer  to  correct  the  exercises  of 
learners,  through  the  post. 

3.  Phonographers  who   do   their  utmost  to  spread  a  knowledge  of  the 
Phonetic  arts  in  private,  but  who  are  prevented  by  other  duties  from  an- 
swering letters,  or  attending  to  the  correction  of  exercises. 

4.  Phoneticians  who  do  not  write  Phonography. 

5.  Honorary  members. 

The  Association  was  organized  in  1849,  and  upwards  of  two  thousand  per- 
sons have  been  enrolled  as  members. 

Phonographers  and  Phoneticians  wishing  to  become  members,  to  address 
the  Secretary,  stating  occupation  or  profession,  and  naming  the  Class  in 
which  they  desire  to  be  enrolled.  No  entrance  fee ;  no  subscription.  Do- 
nations voluntary.  Membership  renewed  annually. 

For  full  list  of  Council,  members,  organization,  etc.,  see  list  for  1857, 
price,  10  cents. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 
This  book  is  DUE  on  the  last  date  stamped  below. 


MAY  2  9  196f 


2  4  1 


Form  L9-25«i-9,'47(A5618)444 


' 

UNJVhKSH  Y  ot 
AT 

LOS  ANGELES 
LIBRARY 


Z56         Pitman  - 
P682m    The  phono- 


1866 graphic  man* 

ual. 


MAY  2  9  19d 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


Z56 

P682m 
1856 


A  000  573  605  3 


